1. Philosophical Perspective
1.1. Kachur & Harrison Reading
1.1.1. Neoliberal Model of Alberta Education compared to Postmodern Socialist Model
1.1.1.1. Belief that parents have less choice in their children's education
1.1.1.2. Reclaiming the values of respect, courtesy, social and personal responsibility, self-discipline honesty and courage
1.1.2. Purpose of education? Commoditization, consumerism, and consumption
1.1.2.1. Educational shift to math, science, and technology as the foundational subjects for a modern economy thus abiding by neoliberal principles and changing the purpose of education
1.1.2.2. Privatization of public schools and reforms to more standardized testing
1.1.2.2.1. Corporate influence in Schools
1.2. Barakett and Cleghorn Reading
1.2.1. Shutz's intersubjectivity: knowledge accumulated through past experiences
1.2.2. Teacher Expectations
1.2.2.1. Tracking: supported by standardized tests to evaluate students and categorize them in specific typifications
1.2.2.1.1. Often these typifications are aligned to greater stratifications that are occurring in society
1.3. Jonathan Anuik Reading
1.3.1. Indian Control of Indian Education
1.3.1.1. Creating a "suitable philosophy of education based on Indian values"
1.3.1.1.1. Indian child can learn of the history, values, customs and language of its people
1.3.2. Indigenous Spirituality and the Nourishing the Learning Spirit
1.3.2.1. Holes in Western literature on spirit
1.3.2.2. Different Indigenous and Western views on the role of the teacher in this process
1.4. Davies and Guppy Reading
1.4.1. "What do the following terms have in common: cause, intelligence, race, and time?
1.4.2. Primary Mechanisms: Schools and Neighbourhoods
1.4.2.1. Secondary Mechanisms: Schools and Cultural Mismatches
2. Historical Perspective
2.1. Kachur & Harrison Reading
2.1.1. Alberta Government in Klein era 1993-1997
2.1.1.1. New Right neoliberal policy change in education: Jobs and markets focus for students
2.1.1.1.1. Restructuring of Public education
2.1.1.1.2. Authors support postmodern socialist approach to education that include marginalized groups of ethnicity, race and gender
2.1.1.1.3. Withering away the post-war welfare state through shift to neoliberal education
2.1.1.1.4. Smaller government
2.1.1.2. Klein government restructuring education in the new globalized word of corporate capitalism and international production lines
2.1.1.2.1. Need for an educated workforce in Alberta that can participate in this globalized economy
2.1.1.3. Creating a crisis to restructure education. Cuts to education and health
2.1.2. Post-war public education system
2.1.3. Education a scape goat for society ills, while simultaneously being viewed as the solution to these ills.
2.1.3.1. Parents confused on what role education should play in society and how it will prepare their children for the future.
2.1.3.2. Public education takes place within "broader moral, economic, and political issues"
2.1.3.3. Social conservatives against secularism, pluralism, and moral relativism of modernity
2.1.3.3.1. Stockwell Day
2.2. Barakett and Cleghorn Reading
2.2.1. History of socialization in Canada
2.2.1.1. Different regional identities: Westerners, central Canadians, Québécois, and Maritimers.
2.2.1.1.1. Not a melting pot identity like the United States. Different cultural history that contributes to this factor
2.3. Jonathan Anuik Reading
2.3.1. 1972 NIB present Indian Control of Indian Education to Canadian government
2.3.1.1. Challenge the dominant practice of English and French literacy, which embodies western economic and social development
2.3.1.2. Natives (First Nation, Métis, and Inuit-FNMI) educate through the nourishing of the learning spirit
2.3.1.3. Advocating for Native control of schools
2.3.2. Banff Dialogue May 2007
2.3.2.1. Talk by Leroy Little Bear of University of Lethbridge
2.3.2.1.1. Dialogue on spirituality
2.3.2.1.2. Tacit infrastructure: Children are born into this and schools reinforce it
2.3.3. Teachers must understand the history of colonization and Native displacement
2.4. Davis and Guppy Reading
2.4.1. Famous IQ Experience at San Francisco elementary school. Self-Fulfilling Prophecy of students based on cues from the ethnic background or class
3. Sociological Perspective
3.1. Kachur & Harrison Reading
3.1.1. Neoliberal cuts to education, health and social services and example of class conflict
3.1.1.1. Neoliberal assault on education
3.1.2. Disparity between rich and poor and the utility of education
3.1.3. Neoliberal harm people, communities and democracy itself p.202
3.1.4. Negative societal perception of education "Something has gone terribly wrong with education" p. 202
3.1.5. The phenomenon of Globalization: interconnectedness in technology, culture, economics, environment, and politics
3.1.5.1. Economics: global division of labor, transnational corporations, international financial institutions: International Monetary Fund (IMF) and World Bank
3.2. Barakett and Cleghorn Reading
3.2.1. Primary socialization: family and home
3.2.1.1. Parson's internalization theory: Social reality is objective
3.2.2. Secondary socialization: school and peer groups
3.2.2.1. Elaborated by Mead
3.2.3. Freud: Id, Ego and Superego
3.2.4. Cognitive perspective: moral realism and moral autonomy
3.2.5. Social Learning Theory: environmental factors that child is growing up in. Example: imitating language
3.2.6. Symbolic Interactionism
3.2.7. Mead: Socialization theories that include the concepts of significant others, generalized other, social construction
3.2.8. Emile Durkheim: founder of the structural functionalist perspective in sociology
3.2.8.1. Moral socialization and Political Socialization: school replicates an ideal society in order to socialize students into these dominant systems
3.2.9. Hidden Curriculum
3.2.9.1. Teachers
3.2.9.1.1. The manner in which Teacher manage the classroom is part of the hidden curriculum in how they expect student to organize and discipline themselves in the greater society
3.2.9.2. Students
3.2.9.2.1. Students have their own subculture which influence dress, language and behavior. Teachers are fairly separate from the shaping of this subculture even though they are within its presence in schools
3.3. Jonathan Anuik Reading
3.3.1. Validating Knowledge
3.3.1.1. How do we verify knowledge?
3.3.1.1.1. Constant testing in schools to see what students actually know.
3.3.1.1.2. FNMI students are forced to "walk in two worlds" between modern schools and traditional ways of knowing
3.4. Davies and Guppy Reading
3.4.1. The New Role of Schooling in Societal Inequality
3.4.1.1. Vertical Mosaic: intersection of class, ethnicity, and inequality
3.4.1.2. Describing Class Inequalities
3.4.1.2.1. Socioeconomic gradient: used to measure inequality
3.4.1.3. Gender and Attainment
3.4.1.3.1. Women moving in fields traditionally held by men yet still few men moving to fields held by women
3.4.1.3.2. Gender differences on achievement tests in Math, Problem-solving, Reading, and Science
3.4.1.4. Racial and Ethnic Variations
3.4.1.4.1. Abella image: Canadian stratification into the two camps of white and visible minorities
3.4.1.5. Seasonal Learning: schooling during the fall and winter months tends to reduce learning gaps along socioeconomic inequality