2. THE SCHOOL AS A FACTOR OF AIR CONDITIONING.
By now it should not be disputed is the claim that the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the cultural and social context of class of membership.
It blames the school for both the content and methods that do not renew, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu observes, "are favorites because the more fortunate among the most disadvantaged and underprivileged, it is necessary and sufficient for the school to ignore, in the broadcast content of education, methods and transmission techniques and evaluation criteria, inequalities between cultural children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. " (P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values of middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities, but reaffirms them and legitimate them with the formulas of the exams, graduation, etc. ..
The academic success of an individual's social class is less than a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and is heavier at school mandatory that you do not have higher academic levels. " (G. Petracchi)
In school, when you bring out the behaviors, skills and aspirations of students from social classes with those teachers, they tend to systematically frustrate the potential of young people of other origins. . (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal pupil under which carries out its teaching and the evaluation proceeds, the students, however, are different and only minimally meets the ideal that the teacher possesses.
Now discuss the forms and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"Rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so that the boy could find better use its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, has mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the 'Full Training.
The selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition of the marginalized has reflected on the crucial subject that will end up feeling "less than others and will adapt to the situation as if it were the" product of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection, "not on the merits of society," rather than helping to accentuate social inequalities in school, can help equality in the workplace.
Another form of selection is not consistent with the educational goals is the "practice of differentiation of the school population" in groups or classes according to profit, social, etc. ..
It 's the English method of "streaming" (similar classes of profit for a particular field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from socioeconomic econimici-downs. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they themselves originate, thus influences that play a significant role failure secondary school pupils of low social class." (M. Barbagli - M. Of.)
It speaks well of "covert selection" and, the most striking "lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain to the "disadvantaged" lack of "good will" often, the student no profit because the school and the teacher will offer activities, language and goals that are understood by children of low social class. That appeal to the good will can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. " (G. Petracchi).
Some students also fail to the expectation that teachers have towards them.
And 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a warmer atmosphere socio emotional about their' special tools' (atmosphere) and 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively to those students (input) 4) give students more opportunities to meet and ask questions (output) ". (R. Rosenthal).
It is not enough, then, to have affection towards their children and devote their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is an objective to be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characteristics of personality. "(G. Petracchi).
________________________________
Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., Except For Those Requiring it.
By now it should not be disputed is the claim that the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the cultural and social context of class of membership.
It blames the school for both the content and methods that do not renew, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu observes, "are favorites because the more fortunate among the most disadvantaged and underprivileged, it is necessary and sufficient for the school to ignore, in the broadcast content of education, methods and transmission techniques and evaluation criteria, inequalities between cultural children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. " (P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values of middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities, but reaffirms them and legitimate them with the formulas of the exams, graduation, etc. ..
The academic success of an individual's social class is less than a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and is heavier at school mandatory that you do not have higher academic levels. " (G. Petracchi)
In school, when you bring out the behaviors, skills and aspirations of students from social classes with those teachers, they tend to systematically frustrate the potential of young people of other origins. . (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal pupil under which carries out its teaching and the evaluation proceeds, the students, however, are different and only minimally meets the ideal that the teacher possesses.
Now discuss the forms and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"Rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so that the boy could find better use its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, has mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the 'Full Training.
The selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition of the marginalized has reflected on the crucial subject that will end up feeling "less than others and will adapt to the situation as if it were the" product of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection, "not on the merits of society," rather than helping to accentuate social inequalities in school, can help equality in the workplace.
Another form of selection is not consistent with the educational goals is the "practice of differentiation of the school population" in groups or classes according to profit, social, etc. ..
It 's the English method of "streaming" (similar classes of profit for a particular field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from socioeconomic econimici-downs. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they themselves originate, thus influences that play a significant role failure secondary school pupils of low social class." (M. Barbagli - M. Of.)
It speaks well of "covert selection" and, the most striking "lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain to the "disadvantaged" lack of "good will" often, the student no profit because the school and the teacher will offer activities, language and goals that are understood by children of low social class. That appeal to the good will can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. " (G. Petracchi).
Some students also fail to the expectation that teachers have towards them.
And 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a warmer atmosphere socio emotional about their' special tools' (atmosphere) and 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively to those students (input) 4) give students more opportunities to meet and ask questions (output) ". (R. Rosenthal).
It is not enough, then, to have affection towards their children and devote their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is an objective to be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characteristics of personality. "(G. Petracchi).
________________________________
Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., Except For Those Requiring it.
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