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What do different priorities of education reveal about representations of…
What do different priorities of education reveal about representations of children and youth?
Historical context
16th Century - no formal education, follow-on from parents role. Girls & boys given different opportunities (considered different). Representation of children: little adults, future workforce, perpetuating social values
16th-20th Century - Primarily religious education, funded by the church. Primarily focused on boys. Focus on religious texts and learning to read. Representations of children: souls to be saved.
19th-20th centuries - compulsory formal education for all (including girls). Funded and informed by the church. Focus on psychometric testing and "innate" differences. Representations of children: future workforce, upholding social values, natural abilities to be streamed from an early age
18th Century - Rousseau. Focus on self-led education and creativity (e.g. Montessori). Representation of children: innately good, needing protection from society, individuals deserving of fulfilling their potential
50s & 60s - the Progressive Movement. Child-centred learning and move from content to skills. Representations of children: individuals deserving of fulfilling their potential. Formal education as a tool for social mobility.
1970s (Thatcher) - move to more focus on academics and less on creativity. Representation of children: as the future workforce, as upholding social values
Now - mixed schooling methods across the UK reflecting different representations of children and their purpose in society. Dakar Framework reflects a global focus on the importance of formal education and a right for every child. Representations of children: every individual has the right to reach their potential, formal education as a tool for social mobility
Future: increased use of technology to overcome barriers to access and completion of formal education. E.g. flipped classrooms (Khan academy), Hole in the Wall/School in the Cloud, education apps (e.g. Malawi/UK maths app).
How do children learn? (see core reading in textbook for full details of Piaget and Vygotsky's models)
Piaget - children construct their knowledge. Child as an active participant in their knowledge constructions. Other people not much acknowledged.
Criticisms
Implications for education
Vygotsky - Knowledge is constructed by society and passed to children through social interaction.
Criticisms
Implications
Barriers to formal education
Poverty, Geography, Gender, Health, Socio-economic status, Race and ethnicit.
How technology is overcoming barriers to formal education