Secondary School Documentary

First Year Seminar is a beneficial, getting started-like course provided by West Coast University during the first term of the program. Since the Bachelor of Science in Nursing program is very rigorous this course is helpful in adjusting new students, such as myself, to a very demanding, fast-pace program. This class focuses on topics that help students organize and understand oneself and the mission of WCU mission to achieve the greatest success as a student. In my Signature Assignment term paper I will focus on my experience with FYS and what information I’ve gained to help me understand my learning style, strengths and weaknesses I have as a student, how working collaboratively benefits me and how I will go about achieving success at WCU.

The key message of these two films, if there truly be one at all, is that education is the ultimate means of liberation for children living within such a system of oppression. Having been instructed on the true origins of their cultural background and being given the tools of critical theory, the students may then begin to work against what forces of power work against them, for the powerful will not change the world out of the kindness of their hearts; Marx was right, things do not change without a fight, though it does not need to be a bloody Red Revolution.

The author compares today’s school system to that of the past, which concerned itself with teaching students,

Mireya, the student particularly interested in pursuing a successful life, questioned the school’s actions when she asked “Why is it [...] that students who do not need what we need get so much more? And we who need it so much more get so much less?” (Kozol 208). Students like Mireya do not get to experience the variety of challenging preparatory classes that many others take for granted. A classroom full of hopefuls should have the chance to experience the liberation that knowledge provides for them, but because the school they attend doesn’t cater towards their needs, they are stuck in a perpetual confinement void of education and success that manages to extend to the generations below them as

Ever wonder what kind of education we obtained or what kind of education children are receiving? According to Jean Anyon, “...the ‘hidden curriculum’ of schoolwork is tacit preparation for relating to the process of production in a particular way. Differing curricular, pedagogical, and pupil evaluation practices emphasize different cognitive and behavioral skill in each social setting and thus contribute to the development in the children of certain potential relationships to physical and symbolic capital, to authority, and to the process of work” (151). Therefore, Anyon believes that schools are not focusing on giving children the proper education and instead they provide the education based on the community’s social-class. Based on “‘I Just Wanna Be Average’” by Mike Rose and my academic experience both stories give interesting points of views regarding the type of education that was given. In Rose’s story, Rose is a young man who lived in a working class community but attended a middle class high school. Rose received a working class education but soon a new teacher arrived and changed his academic experience. In my personal experience, I grew up in a middle class neighborhood and received a middle class and a few affluent professional schooling, but moved to a working class community and started to receive a working class education. Anyon’s claim would complicate based on Rose’s story and on the education I have received based on the areas where I have lived. Every

This movie concentrates on the value of virtue and how financial influences can cause a tidal wave of secondary effects. This particular school is a private school for young men that come from families that are financially endowed. Money has found a way to creep up into the scene and find a way to miraculously make the despicable tolerable. An indication of having the powers-that-be to “turn a blind eye” to these misdeeds. This also rings true to our educational system today. First, two points will be discussed concerning education and how money can influence it. Secondly, problems that arise in the education system when it is influenced by monetary contributions. Furthermore, the discussion will denote how some believe that new wave of charter

Bowles and Gintis also believe that schools are no longer about the teaching of a subject but the Social Principle or control of the pupils meaning that schools concentrate more on the hidden curriculum than the knowledge process. Equally, schools don’t reward independence and innovation, therefore meritocracy cannot exist within our capitalist society as capitalism is based on the principle of a ruling class (the bourgeosis) and a working class (the proletariat) and meritocracy would abolish the idea of the ruling class, society would be equal. According to Louis Althusser (1972), a French Marxist philosopher, the school serves to mould individuals into subjects that fit with the requirements of capitalism, they learn submission, deference and respect for the economy and their place in it. The school also works to ensure that the labour force is technically competent. Also, according to Althusser, the ruling class within any society exercises control over and through schooling and the Ideological State Apparatuses (ISAs). The ideologies themselves express the material interests of the ruling class, so this control over and through the ISAs maintains what is called class hegemony, or domination. Althusser is also draws attention to the powerful effects of the ‘hidden curriculum’ of

For four long years I felt as if my high school was in a different world in of itself. I had spent that time interacting with an extensive amount of groups, or “cliques”, and getting to know what they do. Through my experiences, I had begun to realize what made this “subculture” high school of sorts run like it did. High school is an incredibly dynamic time for people, and I had changed as a person dramatically from my freshman to senior year. Like many, my freshman year was quite awkward, as remnants of my middle school self remained with me. As time went on, how, I talked to more people and grew out of my passive and shy personality. This did not just randomly happen without reason though. I began to learn and realize who I was and whom I enjoyed talking to in school, which explained why I spent so much time socializing with multiple kinds and groups of people. Everyone’s concept of “normal” was different, and high school was where I learned that lesson and will never forget.

The Vallance Journal by Elizabeth Vallance is about the hidden curriculum of public schooling and how it has grown to what it is today and how it was created throughout the centuries. Schooling was initially created as a form of social control and a place to teach family values. The initial goals of the hidden curriculum are identified as the inculcation of values, political socialization, training in obedience and docility. Schooling would soon replace family and tradition. Education was considered a “remedy”. Also an important aspect is “the hidden curriculum became hidden only when school people were satisfied that it was working” (pg 78). Hidden Curriculum can be known as student teacher interaction unit, classroom socialization, maintenance of class structure.

They have their ups and downs, struggling to define who they are, in an often cruel society (Davis, 2009). The two main themes found within the documentary focus on strife in their current lives, and the potential for a better future, both of which relate to our class

The History Boys (Alan Bennett , 2004 ) and Accepted (Steve Pink , 2006 ), show teenagers face the pressure from study and relationship. The background is high school and college. Both films are showing the new education system: focus on academic achievement but ignore student’s creative thinking and personal development. Under that education system, people start to judge that it. Does it benefit for new generation? I will develop this thesis with the theme of class via characters. Also, I will use Ideological structure to show the class conflict in both films.

From the case study in the seminar introduces, one part of classical management theories is bureaucracy. It shows the system of rules and it is formal because every procedure and practice need to be followed. The bureaucratic organisations have the hierarchy of authority (structure) and they treat the employee in impersonal. Moreover, the fixed boundary which means the full-time tasks and every employee has the official duty. These three aspects illustrate that bureaucratic organisations are associated to the instrumental rationality. They are doing the things right (Knights&Willmott,2007). Besides Knights and Willmott had talked about this, Grey (2013) also said that bureaucracies are rational in one particular sense of the word that is the formal or instrumental rationality and this idea is means adopted to achieve the most efficient purpose that they minimise wastage and maximise production. As one important unit in Apple products is parts assembly, not in Silicon Valley but in Shenzhen, China. According to Chakrabortty (2013), this Foxconn plant has a huge number of student labour to make products. One worker performed one or two small tasks over and over again while standing for hours on end in a huge line turning out Apple products. They cannot have breaks whenever they are behind on the production targets. Obviously, workers and the organisation do not share the same goal, under Chinese law work-placements have to be directly related to a pupil

The most important information in the article is that capitalism causes extremes in social economics. There are those that are very rich and those that are very poor. The poor then are left with unrest and desire for that which they do not have. Education will equip then with the tools they need to escape poverty and be able to coexist with those in other social extremes. "The founders of the modern US school system understood that the capitalist economy only produces great extreme of wealth and poverty of social elevation and degradation" (p.362). "Education, then, beyond all other devices of human origin, is the great

According to this theory, critical awareness requires recognition that the social status of an individual, including educational and economic prospects and opportunities, is largely result from its race, gender, and class so the critical theorists want to raise the consciousness of these people dealing with education, knowledge, the school, and teaching and learning. Furthermore, they see the curriculum into 2 parts: the official curriculum which requires teaching subjects and specific skills, and the Hidden curriculum which imposes approved behaviors and attitudes on students through the school environment. They believe that teachers should empower themselves, because they can transform schools into democratic public spheres.

This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).