conflict theory in social dimension of education
Defined tracks often mirror class divisions in society. Thus, traditionally, students were tracked into academic, general, and vocational tracks. Academic tracks prepare students for advanced study and professions such as medicine or law, whereas general and vocational tracks were meant to prepare students for middle or working class life. Students in academically advanced tracks study higher mathematics, more foreign languages, and literature. Students in less academic tracks acquire vocational skills such as welding or cosmetology, or business skills, such as typing or bookkeeping. Students are usually not offered the opportunity to take classes deemed more appropriate for another track, even if the student has a demonstrated interest and ability in the subject. Today, few schools use tracking systems that so overtly differentiate upper, middle, and working class skills. Instead, many secondary schools now base track levels on course difficulty, with tracks such as basic, honors, or college-prep.
Analyze the characteristics, advantages, and disadvantages of tracking systems for students
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3 #Interactionist Theory
Sociological Paradigm Micro View #Interactionist Theory Integration of Micro and Macro View #Critical Theory Macro View #Functionalism #Conflict
7 Functional view on society
Essentially, social institutions are needed to unite and collaboratively work toward the satisfaction of the basic societal needs, as this is imperative to establish social order.
Conflict theory, first purported by Karl Marx, is a theory that society is in a state of perpetual conflict because of competition for limited resources. Conflict theory holds that social order is maintained by domination and power (rather than consensus and conformity). According to conflict theory, those with wealth and power try to hold on to it by any means possible, chiefly by suppressing the poor and powerless. A basic premise of conflict theory is that individuals and groups within society will work to maximize their own benefits.
Given conflict theorists’ assumption that conflict occurs between social classes, one outcome of this conflict is a revolutionary event. The idea is that change in a power dynamic between groups does not happen as the result of a gradual adaptation. Rather, it comes about as the symptom of conflict between these groups. In this way, changes to a power dynamic are often abrupt and large in scale, rather than gradual and evolutionary.
Särkelä A., (2013), “Ein Drama in Drei Akten,” Deutsche Zeitschrift für Philosophie 61 (5-6), 681-696.
54 This notion of the group obtains its full theoretical import in the context of Dewey’s theory of conflict. Particularly in the Lectures in China, where Dewey is concerned with the ambitious task of developing a new pragmatist social philosophy, in order for this notion to fulfill its foundational task, the idea of conflict is endowed with a more general meaning. In particular, Dewey refrains from the usual interest-based conception. Rather, he defines conflict in terms of a contrast taking place not among social groups, but among competing normative principles which impose incompatible injunctions upon reality. In the Ethics Dewey will rely upon the same strategy to define the nature of moral conflict in its most general terms as a conflict among the competing incompatible principles of virtue, the right, and the good rather than as a lower order conflict among competing goods or among competing rights.
Resources:
http://teacherajournal.blogspot.com/2015/04/introduction-to-social-dimensions-of.html?m=1
http://slideplayer.com/slide/13794181/
http://www.investopedia.com/terms/c/conflict-theory.asp
http://journals.openedition.org/ejpap/410
http://www.sciencedirect.com/topics/social-sciences/economics-of-education