This is a response to Debate 4 Do Schools Contribute to Social and Community Cohesion? by John Preston and Namita Chakrabarty.
After reading what Preston and Chakrabarty has to say about social and community cohesion, I learned that social cohesion and community cohesion operate at different levels of aggregation and emerge from quite different historical context (Preston, 2010). And simply getting schools to educate young people towards that is like any other things we have learned so far, not easy. But then again, it is not impossible, especially if some schools are able to produce social cohesion - but these school have comprehensive systems of private schools and have low levels of school segregation.
To start of, I think humans in general have a tendency to have issues with these 5 groups of people. The C.R.A.S.H. The class, the race, the age, the sex/gender, and the handicapped/disabled. My question is quite simple, why? Why must we have issues with these groups of people? My point is, if we have no problems with them, would it be safe to say that social and community cohesion will not be problems that are needed to addressed in the first place? What more, be addressed by schools through education!
I do not have issues with the C.R.A.S.H. but I certainly have my 2 cents toward policy-makers/governments, politicians "the big boys/big brother". BUT! Putting that aside, as an aspiring teacher who wants to make a difference, I understand that I have to fully grasp the concept of the national curriculum, the syllabus, in order to address issues which the government conveniently pushes to schools to address; AND as teachers we are to make sure the school produces students who performs well academically, in their physical education, in their attitudes and encourage them to constantly ask questions to develop the ability to think critically. (Seems like a lot doesn't it?)
I presume once we carefully embed each and every one of the things or concepts we wish to impart to students in the curriculum, be it as our personal objective or the government's objective, it will be all happy-fluffy-bunny living! But, come to think of it, if I have to do ALL of that, it seems to me that in the end of the day, we can only do so much in education and the rest is not in our control.
Like what Preston said, the purposes of schools are responsible for far more than education. Which I personally, feel that it is always about increasing the grades of students year after year. Nothing more, nothing less.
I think that if all schools are able to adopt the system of other successful non-hierarchical organisations (Chakrabarty, 2010), as a result, high functioning schools can foster safe learning environment by developing respect, where it is due, in the positive relationships between staff, between staff and students, and between students. In acknowledging difference and simultaneously fostering equality, these schools develop coherence of policy and workable cohesion in the school community (ibid).
However, personally I think this can only be achieved, or at least in this country, when our government, policy-makers, politicians, and teachers understand the need for this to exist as an integral part of the curriculum and national goal so that we do not have so many issues with almost everyone.
I look forward for a clear indicator/s for my classmates and I to learn how to incorporate ALL things education in our lessons which seems to be allocated insufficient time although on the other hand it is only logical for teachers to educate young people since they spend half or more than half of their days in school.
Currently feeling a little disheartened and lost.
-potatoes-
After reading what Preston and Chakrabarty has to say about social and community cohesion, I learned that social cohesion and community cohesion operate at different levels of aggregation and emerge from quite different historical context (Preston, 2010). And simply getting schools to educate young people towards that is like any other things we have learned so far, not easy. But then again, it is not impossible, especially if some schools are able to produce social cohesion - but these school have comprehensive systems of private schools and have low levels of school segregation.
To start of, I think humans in general have a tendency to have issues with these 5 groups of people. The C.R.A.S.H. The class, the race, the age, the sex/gender, and the handicapped/disabled. My question is quite simple, why? Why must we have issues with these groups of people? My point is, if we have no problems with them, would it be safe to say that social and community cohesion will not be problems that are needed to addressed in the first place? What more, be addressed by schools through education!
I do not have issues with the C.R.A.S.H. but I certainly have my 2 cents toward policy-makers/governments, politicians "the big boys/big brother". BUT! Putting that aside, as an aspiring teacher who wants to make a difference, I understand that I have to fully grasp the concept of the national curriculum, the syllabus, in order to address issues which the government conveniently pushes to schools to address; AND as teachers we are to make sure the school produces students who performs well academically, in their physical education, in their attitudes and encourage them to constantly ask questions to develop the ability to think critically. (Seems like a lot doesn't it?)
I presume once we carefully embed each and every one of the things or concepts we wish to impart to students in the curriculum, be it as our personal objective or the government's objective, it will be all happy-fluffy-bunny living! But, come to think of it, if I have to do ALL of that, it seems to me that in the end of the day, we can only do so much in education and the rest is not in our control.
Like what Preston said, the purposes of schools are responsible for far more than education. Which I personally, feel that it is always about increasing the grades of students year after year. Nothing more, nothing less.
I think that if all schools are able to adopt the system of other successful non-hierarchical organisations (Chakrabarty, 2010), as a result, high functioning schools can foster safe learning environment by developing respect, where it is due, in the positive relationships between staff, between staff and students, and between students. In acknowledging difference and simultaneously fostering equality, these schools develop coherence of policy and workable cohesion in the school community (ibid).
However, personally I think this can only be achieved, or at least in this country, when our government, policy-makers, politicians, and teachers understand the need for this to exist as an integral part of the curriculum and national goal so that we do not have so many issues with almost everyone.
I look forward for a clear indicator/s for my classmates and I to learn how to incorporate ALL things education in our lessons which seems to be allocated insufficient time although on the other hand it is only logical for teachers to educate young people since they spend half or more than half of their days in school.
Currently feeling a little disheartened and lost.
-potatoes-
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