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ANYON P. 2 (Evidence From the Curriculum and the Curriculum in Use (For…

- - - - Working Class
        
        "It seems to be the case that what counts as school knowledge in these two working-class schools is not knowledge as concepts, cognitions, information or ideas about society, language, math, or history, connected by conceptual principles or understandings of some sort." (Anyon, 1981, p. 12)
        
        what school personnel said about knowledge
        
        What students said about knowledge
        
        "Most children in the working class schools has some difficulty interpreting my question. Many asked "What? or "What do you mean?" It seemed that my question was not meaningful to them" (Anyon, 1981, p. 10).
        
        “It should be noted that during discussions of school knowledge not a single child in either working-class school used words such as "think, " or "thinking. " Most spoke in terms of behaviors or skills, and only one mentioned the word " mind”” (Anyon, 1981, p. 10).
        
        "One fifth grade teacher said, for example, "What these children need is the basics. " When I asked her what the basics were, she said, "The three Rs-simple skills. " When I asked why, she responded, "They're lazy. I hate to categorize them, but they're lazy."” (Anyon, 1981, p. 7)
        
        Evidence from Curriculum
        
        “A striking characteristic of the textbook is the paucity of information. The book is intended as a year's work; it is divided into 16 "lessons. " There are one to four paragraphs of history in each lesson, a vocabulary drill, and a review and skills exercise in each to check "recall and retention."” (Anyon, 1981, p. 8).
      - Middle Class
        
        What school personnel said about knowledge
        
        “When I asked teachers what knowledge was appropriate for their students, most of them directly or indirectly referred to what was in the books they were using. One teacher said, "What they need for high school and maybe college."” (Anyon, 1981, p. 13).
        
        Evidence from Curriculum
        
        “In this school I observed more flexibility regarding procedures in math than in the working-class schools” (Anyon, 1981, p. 13).
        
        What students said about knowledge
        
        "It seems to be the case that knowledge in this school is more conceptual than in the working-class schools in that it is less a matter of facts and skills and more a matter of traditional bodies of "content.” (Anyon, 1981, p. 16-17)
      - Affluent Professional School
        
        Narcissism as a dominant theme
        
        "Almost half of the of the children (8 of 20) expressed, in interviews, an attitude of antagonism to "the rich." In each case, I had asked the children whether they thought they would be poor, middle class, or rich when they grew up" (Anyon, 1981, p. 22).
        
        Evidence from the Curriculum and the Curriculum-in-use
        
        "Mathematical knowledge is supposed to come from discovery and direct experience. Activities I observed in the teaching of math included geoboards, making and producing and 8-mm film of the metic system, measuring perimeter of their own drawing and generating questions for others to answer about the drawings..." (Anyon, 1981, p.18).
        
        What school personnel said about knowledge
        
        What students said about knowledge
        
        "When I asked, "can you make knowledge?" sixteen children said yes; only four said no" (Anyon, 1981, p. 21).
      - Executive Elite School
        
        What school personnel said about knowledge