1. Primary vs. Secondary Socialization
Education
Primary vs. Secondary Socialization

2. Primary socialization
Occurs mostly in the micro world of the family.
Socialization in the family was originally viewed as the place where a child learns to eliminate unruly behaviour.

3. Functionalism
The functionalist in particular believes that socialization is about individuals reacting to people and situations and when the child moves beyond the family social reality is viewed in increasingly objective terms

4. …Socialized people are introduced to culturally specific but generally shared systems of symbols, meanings and values.
Thus, socialization ensures the stability and functioning of society.

5. G.H Mead
According to Mead, socialization occurs through the development of self which depends on language and social interaction. 

6. Me=internalized societal attitudes and expectations.
I= the spontaneity and individuality of a person (subjective)

7. Role Taking and Playing
The ability to look at oneself objectively is achieved through the acquistion of language.
This require role taking and role-playing-the child learns to imitate the behaviour of significant others….children play at being mothers, teachers, fathers etc.
The self develops through the social interaction of others….situations are created. Sustained, and made to happen by individuals –they actively construct situations-situations are negotiated, norms are not simply internalized but are interpreted in relation to interests.

8. The Secondary Socializer:
The School
Family background, which includes social class, ethnicity, language, gender, cultural practices, and religion provides the child with a foundation of SELF AND OTHERS.

9. Textbooks
For example, should not be view as objective collections of facts divorced from power relation and neither should teachers and school administrators..
The notion of ONE TEXTUAL AUTHORITY, must be questioned. Scholars of the hidden curriculum wish to suggest that:  
Teachers must create the conditions necessary to enable individuals to participate in creating meaning, and perhaps change meaning and value….

10. Secondary socialization
However, when the child enters the school system the process begins.
The child in this environment learns of the OUTER world, larger society through significant others, Athletic coaches, teachers, friends…

11. It is important to remember however, that SIGNIFICANCE LIES IN THE MIND AND INTERPRETATION OF THE CHILD.

12. The Hidden Curriculum:
Peer and Group Popular Culture

13. Generalized Other.
The Hidden Curriculum: Peer and Group Popular Culture
Besides learning role models from a significant and Generalized Other.

14. Adolescence- A time to explore various identities and affliations.
A time to explore various identities and affliations.
Adolescents develop youth subcultures-very important in an increasing complex world.
Gendered subcultures-boy –athletics, cars, drugs
Girls –appearance and personality

15.   Peers
Are held together through popular culture generated through TV shows, magazines, films, technological artificats-Nintendo and Video games.

16. Popular culture
Is related to the cultural politics of various schools-“popular culture and pedagogy represent terrains of cultural struggle.)

17. Schools offer both subversive discourse and theoretical elements through which it becomes possible to rethink schooling as a viable and important form of cultural politics.” (Giroux and Simon, 1985

18. Many scholars such Giroux for example, maintain that more emphasis should be place upon critical analysis of popular music, film genres…we need to legitimate mass culture in order to transcend it…”(1985:52)

19. Teacher Education
We must ask whose culture is being transmitted and in whose interest…
Are there particular subgroups that are related to knowledge and power?

20. To date teacher education programs are highly influenced by dominant ideological discourses.
Teacher education fails at educational reform –teacher program dfocus too heavily upon technical forms of knowledge…

21. Efficiency, classroom management, and control are emphasized-“getting something taught” –educators are de-politicized, they part of the hegemonic, controlling ideologies.

22.   Aronwitz and Giroux (1985)
Schools disempower rather than empower learners…
Argue that teacher education must work in the interests of democratic society by viewing teacher education as cultural politics…

23. Themes of Disempowerment
TEXTBOOK AGENDAs
language
history
culture
power

24. Educators
Must focus upon how differences are constructed-practices that name, legitimate, marginalize and exclude….
Teachers must be prepared for future diversity in student populations.

25. What Really Happens in School

26. Hidden Curriculum Studies
The concept of Hidden Curriculum, was coined by Benson Synder in 1971.

27. Sociologists and Psychologists
It describes:
the informal nature of the system including:
implicit obligations
unwritten rules
unstudied tactics

28. Anyon *(1994) studies social reproduction in five schools:
Anyon *(1994) studies social reproduction in five schools:
the working class school stresses mechanistic understanding, procedure, little choice or decision making, an authoritarian structure.
the middle class some decision-making, -stressed getting the right answer some figuring some choice,
the affluent school stressed creativity, carrying out tasks independently, ideas and concepts
the executive elite stressed analytical intellectual processes, reasoning through problems, conceptualizing rules…

29. The working class, in other words, is prepared for mundane productive work!
the middle class for bureaucratic relations in some hierarchy; the professional for negotiation-instrumental and expressive tasks, the elite is prepared for the knowledge and practice of manipulating the system.

30. Qualitative Research
An ethnographic study by Lubeck documents the use of time and space-depending on social class-
Head Start programs for working class children-ridgidly structure, mechanistic, mixed messages, less approval…students learn to beat the system.

31. Sally Lubeck's
Seminal 1985 work, Sandbox Society: Education in Black and White America, which contrasted teachers' values as explicated through their classroom practice.
Lubeck compared a white, middle-class preschool to a Head Start program with African American children and teachers. By analyzing four constructs (time, space, materials and activities, and teacher-child interactions), Lubeck found that white teachers preferred an individualistic orientation, while the African American teachers preferred a more group-oriented approach. Lubeck linked teacher preferences for differing classroom practices to the teachers' races and associated life experiences, as have others (e.g., Grant & Sleeter, 1985; Heath, 1983).

32. Turning My World Upside Down: How I Learned to Question Developmentally Appropriate Practice
Journal article by Leigh M. O'Brien; Childhood Education, Vol. 73, 1996

33. Hidden Curriculum in Sociological Perspective
Conflict Theorists-use the notion of Hidden Cirriculum to illustrate how the educational system reproduces social class,.
Working class kids, get working class jobs…they are taught to endure a life of boredom on the job,,,

34. Hidden curriculum
Is about political economy…there is a social and economic agenda which is
Responsible for maintaining the status quo and separating social classes.

35. Educational Climate The Hidden Curriculum involves:
the school’s architecture
open vs. closed classrooms
age grading
Teacher vs. team teaching

36. Schools do more than teach..
Every school has a culture both in and outside the classroom.
Every school generates a value climate which is encourage or discouraging based upon-age, class, gender, minority status.

37. The Value Climate
Schools have various ways of motivating some students to achieve more than others.
Value climate includes: home environment, self concept, achievement orientation, teacher expectations

38. Symbolic Interaction
 Socialization-refers to the complex, life-long learning process through which individuals develop a sense of self and acquire the knowledge, skills, values, norms, and dispositions required to fulfil social roles.

39. Internalization Through socialization an individual internalizes:
ways of seeing
ways of thinking
ways of believing
ways of behaving

40. School: A formal system?
The school’s informal system is not neutral-it is selective, interpretative, and constructionist….
One can argue that school is really about learning the hidden rules and expectations that affect individual identities and personalities

41. 1994
Turning My World Upside Down: How I Learned to Question Developmentally Appropriate Practice.
by Leigh M. O'Brien

42. Dissertation
When I began to write up my ethnographic case study of a rural, Appalachian Head Start program for my dissertation, I was quite certain that I, a well-informed and well-intentioned educator, was aware of my biases and would be able to consider them objectively.
After all, I had taken courses in educational ethnography, I was conversant in critical theory and I had included a detailed statement of background, biases and knowledge in my dissertation that touched upon, among other things, my belief in developmentally appropriate practice (DAP) (Bredekamp, 1987). I thought I was sensitive to the lives and work situations of the three teachers who were the focus of my study, European-American women from the surrounding community. I soon found, however, that such was not the case.
My study was an extension of Sally Lubeck's seminal 1985 work, Sandbox Society: Education in Black and White America, which contrasted teachers' values as explicated through their classroom practice. Lubeck compared a white, middle-class preschool to a Head Start program with African American children and teachers. By analyzing four constructs (time, space, materials and activities, and teacher-child interactions), Lubeck found that white teachers preferred an individualistic orientation, while the African American teachers preferred a more group-oriented approach. Lubeck linked teacher preferences for differing classroom practices to the teachers' races and associated life experiences, as have others (e.g., Grant & Sleeter, 1985; Heath, 1983). Lubeck did not, however, independently consider social class. While my study used the same constructs as Lubeck's, all the teachers were European-American; and their socioeconomic status (SES) became the primary focus.
In the course of my study, I found that although the Head Start teachers professed a preference for a very individualistic, child-centered model the children's day was actually split almost exactly between informal, child-initiated, "developmentally appropriate" activities and more formal, teacher-directed group activities with a strong academic emphasis. In short, the program practices were not consistent with DAP.
I knew this split focus was not atypical; most early childhood education (ECE) programs cannot be considered to be completely in one "camp" or another. I did, however, find unusual the teachers' exclusive support of a developmental approach when asked to choose among preferred model classrooms (using Winetsky's Educational Activities Index, 1978) and during interviews.
Although all three teachers used the mandated High / Scope curriculum in a rather directive and thus "inappropriate" way (O'Brien, 1991), only "Sandy," an assistant teacher, voiced her concerns about the mandated curriculum model. Sandy's classroom practices were usually far more directive than the head teacher's. She believed that the program should focus more on helping the children learn the skills, knowledge and behaviors that would best suit the very structured, academic public schools they would soon be entering. When I asked Sandy what she thought the children should get from their time in the Head Start program, she said,
. . . that they're sociable, they can sit in a classroom. They're prepared for kindergarten: I think that's important, too. In fact, I think that's sometimes more important than what Head Start's philosophy is. Because I don't feel sometimes that we prepared the kids enough for kindergarten [they need structure] so that they'll succeed in school.
She added, comparing her son to the children in Head Start,
. . . he went to a private nursery school - as opposed to somebody that comes to Head Start, "Jimmy" had more of an advantage. It was a more structured atmosphere. Sometimes this structure is needed. It was a much more stricter environment of a nursery school than what we have here and, in turn, he's an A student. That's the difference.
Sandy's words registered with me, but rather than acknowledge her expertise on her culture and community, I explained her preference as a product of personality and social class variations between her and the head teacher. During my dissertation defense, one committee member repeatedly suggested that I was critiquing the Head Start teachers' practices. Finally, I began to consider that perhaps I had overlooked the impact of the teachers' life experiences. I resisted such a notion, however, avowing my understanding of their situations and pointing out that I was only making clear the difference between their stated preferences and their practices.
Another committee member suggested, but unfortunately did not pursue, that the Head Start teachers' methods were, in all likelihood

43. 21st century suggestions
Education, Classroom
21st century suggestions

44. ISSUE?EQUITY
The school is often a contradictory culture:
social control
social reform

45. The Constitution Act - 1982 The Canada Act - 1982
the British Parliament passed for the purpose of transmitting the Constitution Act to Canada,

46. Guarantees
There are undeniable constitutional guarantees to Canadian citizens regarding language, regionalism, governance and education.
Hence, in Canada’s formation, conditionally and constitutionally, education is deemed a provincial right and responsibility.  

47. Provincial and Territorial level,
Education is actually located within school systems in local municipalities.
Municipality school systems and their schools operate according to a main statute or law, called a ‘schools act’, or an ‘education act’.

48. Minister of Education
Provincial ministries or departments of education
School boards are the responsibility of the ‘Minister of Education’

49. The Minister of Education is the provincially elected head of the ministry and he or she has formal responsibility for the department / ministry and its staff.

50. The deputy minister is
…An appointed, non-elected, civil servant and he or she often remains in his or her position across changes of provincial governments
Even though provincial ministries seem frequently to change organizational structures, deputy ministers of education provide some consistency and continuity across time.

51. Teacher’s Colleges
In most provinces, the ministry and/or department of education is responsible for accrediting and licensing teachers.

52. Therefore, most education ministries or departments are connected – formally and/or informally – with post-secondary teacher preparation faculties.

53. WEach site member’s awareness of the need for connected, relevant and pertinent local and global inclusive/active learning and teaching.

54. Exemplary pedagogy
Utilizing technology to support and enhance learning can be found in numerous classrooms in Canada and around the world (Trilling & Fadel, 2009). 

55. However, there are few examples in the literature of what has been learned when an entire school jurisdiction, as compared to individual schools, has planned for and implemented change directed toward the preparation of global citizens for the 21st century and beyond. 

56. Positive relationship happens when there is collaborative goal setting with relevant stakeholders that result in the development and articulation of non-negotiable goals for achievement and instruction, and when these goals are then aligned throughout a district. 

57. Mindtools (Jonassen, 2000)
Engaging pupils in critical, creative and complex thinking while using technology, rather than technology being an activity on the side. 
The same applies to assessment.  When technologies are used in assessment processes, they are used to produce a ‘

58. The 21st Century classroom
Should be a context that is ‘enquiry stacked’ and ‘project-based’
Where teams of people are working together, then coming apart to work individually. 

59. We anticipate that more schools will adopt ‘bottom-up’ rather than ‘top-down’ decision making practices where much more collaboration between professionals within and outside the school will emerge.

60. The keys for success are within us; once we find them, all we need to know is when and where to use them.  (Andrews, 2011) 

61. Eisner (1998)
Presents five dimensions of schooling that must be considered in order to think about educational reform
Eisner, E.W. (1998). The Kinds of Schools We Need: Personal Essays. Portsmouth, NH:   Heinemann Press.

62. five dimensions of schooling
: (1) The Intentional Dimension - What are the necessary, viable, and enduring educational values and understandings we require of learners and of our society?,

63. five dimensions of schooling
(2) Structural Dimension - How will the structures and functions of the school be organized to ethically and pedagogically honor and strengthen sustainable personal relationships?,

64. five dimensions of schooling
(3) Curricular Dimension – What demonstrable and enduring knowledge, skills and attributes will learners be engaged with?,

65. five dimensions of schooling
(4) Pedagogical Dimension – How will curriculums – ideal, mandated, planned, taught, learned, assessed, - be harmonized with a variety of instructional and assessment practices?,

66. five dimensions of schooling
and (5) Evaluative Dimension - How will achievement as authentic demonstrable performance outcomes be assessed, evaluated, valued and reported?

67. normalizing practices
Eisner (1998) points out a number of factors that make it very difficult to overcome traditional normalizing practices of schools.

68. normalizing practices
For example, (1) teachers, in their assigned roles adhere to the images of who they are expected to be as teachers and most teachers strive to conform to those normalizing images;  

69. normalizing practices
(2) teachers, as societal and cultural representatives and as role models are often required to adopt rigid, conformist and enduring standards for appropriate community-sanctioned values and behaviors;

70. normalizing practices
(3) teachers feel, experience, and tend to come to represent the deeply conservative societal expectations embedded in schools;

71. (4) Teachers often experience artificial curricular barriers between real-world disciplines and school subject matters, and often struggle to make their content relevant to learners and applicable to the worlds of learners;

72. normalizing practices
5) teachers become jaded over time with “piecemeal favor of the month’ efforts at reform, and as these efforts often fail, the next time a reform is suggested, teachers may retreat to a “wait and see” position or adopt resistant discourses and practices.