Divvy Group Map #2 (Social Class and School Knowledge (Executive Elite…
Divvy Group Map #2
Social Class and School Knowledge
Conclusion and Implications
There are different standards for knowledge in different social classes (Anyone, 1981, p. 31).
What qualifies as knowledge in one social class may not be with others
Anyon found that though each distinct social class setting had reproductive and non-reproductive properties, no one school setting was “perfect”. Every setting has room to grow and improve. She also noted that each social class school setting led the students to live, primarily, certain lives based on their social class. For example, the working class school’s students will most likely become blue-collar workers and the executive elite school’s students will most likely become doctors and lawyers, they will most likely have white-collar jobs.
Executive Elite School
What School Personnel Said About School Knowledge
Teachers said that intellectual processes like reasoning and problem solving (Aynon, 1981, p. 24).
What Students Said About Knowledge
There are two kinds of knowing: information knowing and wise knowing (Anynon,1981,pg.28)
Wise knowing is moral knowing vs. Information knowledge, that's what you learn in school. (pg.28)
The answers of the children in this school seem to speak less to creativ ity or thinking independently or making ''sense, '' (anyon,1981,pg.29)
only 3 students mentioned that knowledge comes from the brain, all others said past experiences,tradtion, and or other people (Anyon,1981,pg.29)
Excellence as a Dominant Theme
“In many cases, knowledge involves understanding the internal structure of things: the logic by which systems of numbers, words, or ideas are arranged and may be rearranged” (Aynon, 1981, p. 31).
Evidence from the Curriculum and the Curriculum-in-Use
Though the students from the executive elite school and the working-class school follow the same curriculum, there are significant differences in the student's response to the information. The executive elite students will do better off with the lessons than the working-class students. The main reason for these differences are the ways that the teachers approached the information and taught it to the students. It is curriculum vs. curriculum-in-use (Anyon 25).
Teachers felt that they did not have time to have children explore the material. Instead they just dove right into the content of each subject (Anyon, 1981, p. 25).
Many people associate lower classes with rebellion and trouble but this is not always the case. The parents of the higher classes were assuming that the farther down in the social system a family is, the more troublesome and less intelligent the children would be. This is very presumptuous and is very wrongly assumed.