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Social Class and School Knowledge (Affluent Professional Schools (What…

- - - - ● “I then asked them, "Where does knowledge come from? " Six said, [It comes from] "
      - teachers." Other answers were, "Books. " "The Board of Ed. " "Scientists." 'Dictionary. " "Your
      - mind?'' "Your personality? " "From learning. " Seven said they did not know.” (Anyon, 1981,
      - p.10)
    - - Students are often asked to perform task with little to no background or context!
    - - Resistance was a big part of the culture of these schools! Many teachers and students resisted interaction.
- - - - What School Personnel Said about School Knowledge
        
        evidence from the curriculum and the curriculum in use
        
        "Science- A Process Approach (SAPA). SAPA was designed to present instruction that is "intellectually stimulating and scientifically authentic. "It focuses on the process involved in scientific reasoning, and there is a "progressive intellectual development with each process category" (Anyon, 1985, p.25)
      - Conclusion and Implications
        
        “The assessment will focus on reproductive and nonreproductive aspects of knowledge in each social-class setting” (Anyon, 1981, p. 31).
        
        “’Reproductive’ will refer to aspects of school knowledge that contribute directly to the legitimation and perpetuation of ideologies, practices, and privileges constitutive of present economic and political structures” (Anyon, 1981, p. 31).
        
        Working Class: Not taught their own history
        
        “’Nonreproductive’ knowledge is that which facilitates fundamental transformation of ideologies and practices on the basis of which objects, services, and ideas (and other cultural products) are produced, owned, distributed, and publicly evaluated.” (Anyon, 1981, p. 31).
        
        “I would conclude that despite similarities in some topics and materials, there are profound differences in the curriculum and the curriculum-in-use in the sample of schools in this study” (Anyon, 1981 p. 31).
      - What Students Said about Knowledge
        
        what you're expected to know
        
        Knowing certain things
        
        you really have to figure it out
        
        thinking
        
        knowing something that most people don't know, deep down
        
        “The answers of the children in this school seem to speak less to creativity or thinking independently or making ''sense, '' as did the answers given by many affluent professional children. Rather, these children spoke to the need to know existing knowledge and to do well, to understand, explain, and answer correctly (and quickly). The answers of many of these children were, without prodding on my part, longer than tbose of most others in other schools, and some were conceptually more sophisticated. Most of these children were quite tense during the interviews. They listened closely, tried to answer precisely and quickly, and were somewhat stiff, very formal and polite. (Each, when getting up, very carefully pushed his or her chair under the desk in the science room where we had been sitting. Most, as they left the room, said very politely, "Thank you. ") One boycame back after lunch to change his answer to the question, "What is knowledge?"” (Anyon, 198, p. 29)
        
        it seems that executive elite schools are less about creativity and more about being professional. could be good and bad
        
        puts a lot of stress on the students // they don't have any fun
      - Excellence as a Dominant Theme
        
        "The superintendent of schools, who has an E.D. from Harvard University, is attempting to institute a "Philosophy for Children Program" in the school, the purpose of which would be "to teach children to think and reason correctly, and to come up with valid conclusions."" (Anyon, 1981, p. 24-25