Garrett Swar - Blog 2 - Chapter 2

Chapter 2 reinforced the idea from Chapter 1 regarding the often direct effects of social structures on a micro level, such as the classroom. The practical examples of both how different sociological approaches work inside the classroom and what these approaches “see” were very valuable. In particular, the prominence of certain approaches such as critical race theory and cultural reproduction. For example, the idea of “cultural capital” as “high status cultural knowledge possessed by individuals” caused me to reexamine the privileges I did have and those I did not have access to while growing up (34). Since all of my schools drew from very culturally diverse and economically diverse segments of the population, I was often very aware of what was thought of as “acceptable” (by peers, teachers, parents etc.) for different groups to be involved in at school.

The philosophical overlap between the approaches also reflects the importance of objectivity as a teacher in addressing both micro and macro issues. Using Attawapiskat as an example, a measure of the failure that occurred and continues to occur, stems from the ideological rigidity of various social structures and the resulting catastrophic effects that occur as a result. Effects such as inequality in education for those who live elsewhere and do not share the same hegemonic culture as others. For example, the Canadian government’s rigid enforcement of the dominant discourses (macro level) cascades directly down to the community (meso level) and each family (micro level) in the form of substandard educational opportunities (47). The discussion regarding levels of social structure caused me to reconsider the balance in power between my own choices (agency) and the subtle influence of social structures that I may not be aware of; how I am “connected to society” but also how society connects to me without my knowledge (18).

All of the approaches reviewed within this chapter are valuable when considering how to teach amidst the multitude of social forces that exert themselves inside and outside the classroom, even those that cannot be directly controlled. It is also important to understand the roots of these sociological theories because I think that teachers must first understand their own social or philosophical approach to the world, before they begin to construct their approach to teaching and learning.

Discussion question: In what ways can teachers shift the perspective of the classroom from the dominant discourse of society to the meso level discourses that exist within the immediate community?