Truants on Truancy – a badness or a valuable indicator of unmet special educational needs?
Truancy is any intentional unexcused or unauthorized absence from compulsory schooling. The term basically describes the absences of a student by there own free will. Usually the absence does not refer to legitimate excused absences such as dental or medical conditions. In the article Neil Southwell states that he was himself, a persistent truant from school. He returned back to school through an access course and he now lectures in education studies at the University of Northampton. In the article Southwell viewed the literature on truancy and revealed a complex and contradictory picture. He argued that truancy was able to be seen as a key indicator to unmet educational needs and that the issue of truancy would not be addressed effectively until policy makers, practitioners and researchers learned to listen to the voices of truants themselves.
The article states that the reason why truancy came about was because the Government prevented truancy from being seen in any other way. The government at the time automatically said that truancy is a crime and not just a problem. The resulting certainty that the badness of truancy was at best self-contained and worse a major cause of crime, ensured that physical school attendance alone was politically acceptable and was all that required from the Government (p.92a). Southwell tried to show the readers of his article that truancy was part of a problem that needed to be addressed, but a major difficulty in addressing it was always its elusiveness. The Government and education policies had, in their perception and portrayal of truancy as badness, failed to defeat it, yet they did not consider their fundamental mistake was their misidentification of truancy as badness (p.92b) The Government failed to realize what the real issues were and instead they focused on the unimportant. Furthermore, the Government’s insistence on linking truancy to crime, and its rhetoric of being tough on the causes to crime, exposed that its motive was one of tackling crime rather than of ensuring educational conclusion (p.92b). In contemplation they physically held children in schools because they thought it would massively reduce crime, when a link between truancy and crime has been contested for decades and has been shown time and time again to be the result of flawed participant selection methods (Carlen, Gleeson & Wardhaugh, 1992; Gimshaw & Pratt; 1984; Tyerman, 1968; Whitney, 1994).
Other Researchers had their own definition of truancy. They contributed to the perception of truancy as badness, yet few were actually in agreement as to what precisely was bad about truancy. Stoll & O’Keeffe (1989) defined truancy as being absent from school (altogether or from a particular lesson or lessons) with or without a parent’s or guardian’s knowledge or consent. Reid (1993) saw truancy as illegal absence without parental consent on knowledge. As for Southwell, he argued that truancy was a form of ‘education Otherwise’ according to the terms of the 1944 Education Act. He also argued that the needs of truants, and of their families, would continue to be unmet by the Government. Truancy remained exclusory imposed even though it was self-actuated. Specialists who took the time to adopt that perspective to further the aims of inclusion were able to achieve a truant’s perspective. Researchers did this when their approach was informed by an adopted understanding of truancy as a self-actuated exclusion imposed by defective schools that failed to meet the special educational needs of all truants, and of their parents (p95). They achieved a truant’s perspective when they found a truant who openly and fully included them.
According to the Piagetian Ideas (McNair, 2010) Children are able to create and improve their patterns of thinking and behaving (schemes) through direct encounters with their environments and their memories of those encounters. Children experience the (external, physical) environment through their senses and Ideas. If the Government were to just understand the children and just listen to their perspectives and reasons as to why take part in truancy and not just make assumptions they would probably find a solution to it all. If truancy continues to be regarded as a badness of itself, there remains a danger that the underlying of educational needs will continue to go unmet because policies designed to stamp out truancy oppressively will also, by extinguishing the warning signal it provides, prevent those special educational needs from being recognized.
Sunday, April 18, 2010
My Personal Philosophy of Education
My Personal Philosophy of Education
Jurna Pierre
EDF1005
Professor McNair
Progressivism is based around real-world experiences. It focuses on providing students with the skills and knowledge necessary not only to survive but also to succeed in a modern and competitive society. Essentialism is based on the theory that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. Perennialism is based on the theory that believes that one should teach the things of everlasting importance to all people everywhere. They believe that the most important topics develop a person. These three philosophies were demonstrated as the highest amongst the others on my Personal Philosophy of Education Survey; with a score of 75% for progressivism, 70% for essentialism and a 65% for Perennialsm.
As the name suggests, progressivism is a philosophy that is adaptable for society’s current state (Slippery Rock University, 2003a). It focuses on educating students in a manner that leads them to become productive adults that skillfully functions in an ever-changing world (Slippery Rock University, 2003b). William James and John Dewey are credited for developing this characteristically American philosophy of education. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s (Leonora M. Cohen, OSU - School of Education, 1999a). It was not so much an organized movement as it was a general spirit of reform embraced by Americans with diverse goals and backgrounds during the early twentieth century (Dr. Harold D. Tallant, Department of History, and Georgetown College, 2001). Before its initiation, the philosophy of education was viewed passively more than it was actively. Education was an object seen visibly, through text books and on white boards, but never was it acted upon or sought out hands-on. John Dewey was progressivism’s foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority (LeoNora M. Cohen, OSU - School of Education, 1999b). John Dewey became famous for pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences (James Neil, 2005). Progressivism curriculum has a strong emphasis on problem solving and analysis. These skills are important in today’s society. Without problem solving abilities, a student or any individual is lost and alone in the bewildering maze of the society that characterizes the world today. Progressivism curriculum is centered on activities and instructions that challenge a students’ problem solving and analysis ability, in attempt to strengthen these skills. Progressivism sought advancement through the liberation of human energies and potential from both the fading restraints of past ages and the new restraints imposed by modern industrialism. Progressivism was, thus, both forward-looking and backward-looking in its outlook (Dr. Harold D. Tallant, Department of History, and Georgetown College, 2001).
Essentialism refers to the "traditional" or "Back to the Basics" approach to education. It is so named because it strives to instill students with the "essentials" of academic knowledge and character development. The term essentialism as an educational philosophy was originally popularized in the 1930s by the American educator William Bagley (1874 -1946). The philosophy itself, however, had been the dominant approach to education in America from the beginnings of American history. Early in the twentieth century, essentialism was criticized as being too rigid to prepare students adequately for adult life. Today Essentialists believe that children should learn traditional basic subjects. They also believe that these should be learned thoroughly and rigorously. An essentialist program normally teaches children progressively, from less complex skills to more rigorously built ones. They usually teach some set subjects similar to Reading, Writing, Literature, Foreign Languages, History, Math, Science, Art, and Music. The students learn passively by sitting in their desks and listening to the teacher. An example of essentialism would be lecture based introduction classes taught at universities. Students sit and take notes in a classroom which holds over one hundred students. They take introductory level courses in order to introduce them to the content. After they have completed this course, they will take the next level course and apply what they have learned previously (Foundation of Education Web, 2008).
Perennialists believe that one should teach the things of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. A particular strategy with modern perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and false steps of real science. Although perennialism may seem similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Perennialism has been supported by Mortimer Adler and Robert Hutchins.
Jurna Pierre
EDF1005
Professor McNair
Progressivism is based around real-world experiences. It focuses on providing students with the skills and knowledge necessary not only to survive but also to succeed in a modern and competitive society. Essentialism is based on the theory that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. Perennialism is based on the theory that believes that one should teach the things of everlasting importance to all people everywhere. They believe that the most important topics develop a person. These three philosophies were demonstrated as the highest amongst the others on my Personal Philosophy of Education Survey; with a score of 75% for progressivism, 70% for essentialism and a 65% for Perennialsm.
As the name suggests, progressivism is a philosophy that is adaptable for society’s current state (Slippery Rock University, 2003a). It focuses on educating students in a manner that leads them to become productive adults that skillfully functions in an ever-changing world (Slippery Rock University, 2003b). William James and John Dewey are credited for developing this characteristically American philosophy of education. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s (Leonora M. Cohen, OSU - School of Education, 1999a). It was not so much an organized movement as it was a general spirit of reform embraced by Americans with diverse goals and backgrounds during the early twentieth century (Dr. Harold D. Tallant, Department of History, and Georgetown College, 2001). Before its initiation, the philosophy of education was viewed passively more than it was actively. Education was an object seen visibly, through text books and on white boards, but never was it acted upon or sought out hands-on. John Dewey was progressivism’s foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority (LeoNora M. Cohen, OSU - School of Education, 1999b). John Dewey became famous for pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences (James Neil, 2005). Progressivism curriculum has a strong emphasis on problem solving and analysis. These skills are important in today’s society. Without problem solving abilities, a student or any individual is lost and alone in the bewildering maze of the society that characterizes the world today. Progressivism curriculum is centered on activities and instructions that challenge a students’ problem solving and analysis ability, in attempt to strengthen these skills. Progressivism sought advancement through the liberation of human energies and potential from both the fading restraints of past ages and the new restraints imposed by modern industrialism. Progressivism was, thus, both forward-looking and backward-looking in its outlook (Dr. Harold D. Tallant, Department of History, and Georgetown College, 2001).
Essentialism refers to the "traditional" or "Back to the Basics" approach to education. It is so named because it strives to instill students with the "essentials" of academic knowledge and character development. The term essentialism as an educational philosophy was originally popularized in the 1930s by the American educator William Bagley (1874 -1946). The philosophy itself, however, had been the dominant approach to education in America from the beginnings of American history. Early in the twentieth century, essentialism was criticized as being too rigid to prepare students adequately for adult life. Today Essentialists believe that children should learn traditional basic subjects. They also believe that these should be learned thoroughly and rigorously. An essentialist program normally teaches children progressively, from less complex skills to more rigorously built ones. They usually teach some set subjects similar to Reading, Writing, Literature, Foreign Languages, History, Math, Science, Art, and Music. The students learn passively by sitting in their desks and listening to the teacher. An example of essentialism would be lecture based introduction classes taught at universities. Students sit and take notes in a classroom which holds over one hundred students. They take introductory level courses in order to introduce them to the content. After they have completed this course, they will take the next level course and apply what they have learned previously (Foundation of Education Web, 2008).
Perennialists believe that one should teach the things of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. A particular strategy with modern perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and false steps of real science. Although perennialism may seem similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Perennialism has been supported by Mortimer Adler and Robert Hutchins.
Monday, April 12, 2010
reflection papaer#8
As I read about the educational reform movement that was initiated in a massive part by the publication of A Nation at Risk in 1983 in my textbook, I noticed the three broad waves of educational reform. The first wave involved the setting and maintaining of both students and teacher’s standards. The second wave involved the establishment of a more decentralized decision-making structure in education. The third wave of educational reform was the school voucher and charter school movement. The wave I found to be most important and dominate is the second one, the establishment of a more a central authority on decision-making structure in education. The reason why I found it to be so dominant is because when education has the distribution of administrative power in the making up of decisions for school structures it is easier for both the students and the government. The more ideas given in from different perspectives the better it is in initiating a new and improved structure for education. Teachers didn’t always have a say in decisions that were being made until 1986. The enforcing of allowing of making teaching a Profession, by The Carnegie Task Force encouraged local school districts to find ways to give teachers a greater voice and an opportunity to speak up in school decisions. Teachers were then able to throw in their two cent in. The second wave of educational reform has been known as “school-based management” and “site-based decision making” amongst other names. This wave is very dominant and thus stands out aside of the other two.
Tuesday, April 6, 2010
reflection paper #20
Public high schools weren’t always around, but it’s been said that as soon as they came about in the mid-nineteenth hundreds democracy was affirmed. I think the reason why this is so it’s because U.S high schools differed from European high schools. They differed, but still fell short of democratic principles. High schools were private and highly expensive to those who were not so wealthy. In the south, after the civil war, the creation of public schools began, thus giving the underprivileged citizens an opportunity to send their children to school. U.S high schools were much more developed than European high schools because they were of the U.S. School is and was very important to all back in the mid 1900s. As known, education has always been a crucial part of the U.S. As for the Europeans, I dont think eduction was consentrated on, due to the wars that were going on. Wars were happening back and forth in Europe because of religious rights and other issues the country faced. Most people wanted the religious rights to be established. Although the Europeans fled to the U.S. because of trauma that was going on in Europe, Europeans were way more aware of democratic principles than Americans were and they still are. Because they were only immigrants in the U.S, the Europeans sought to learn the laws of the land. U.S. high schools were more advanced compared to European high schools seeing that most of their support originated from the government itself. They were rich in supplies and materials.Things weren’t stable in Europe until war ended in May 8, 1945. The U.S invited outside countries like Japan into the state to better their education statuses. In contrast to U.S. high schools, the educational systems of European schools is based on the educating students of different backgrounds and nationalities. They focused on linguistic sections and not national one. I think this is the reason why U.S high schools fell short of democratic principles and they didn't. European high schools were more focused on learing the laws of the country and so they grasped more when they were taught. if i wasnt born in a country i would want to learn all the laws of the country myself. Overall there U.S high schools and European high schools did differ and still countinue to differ till this very day.
Monday, April 5, 2010
Subscribe to:
Posts (Atom)
