1. Sociological Perspective
1.1. Students/Family
1.1.1. Parents' income and the amount of time spent at home may affect their children’s performance in school
1.1.1.1. e.g. Parents who are better off can afford tutoring for their children or extra-curricular activities or students have to work in order to help their parents with payments
1.1.2. Students may come from abusive or ignorant families who do not value the importance of education.
1.1.3. Students’ personal motivation for education is related to their ability to learn, which can affect them negatively or positively in the future.
1.2. Teacher
1.2.1. Teachers’ philosophies and personal experience affect the way students learn
1.2.2. Values that teachers have can be implemented into student’s learning and their view on the world
1.2.2.1. e.g. religious beliefs, views on sexual orientation, etc
1.2.3. Political ideas, such as conservatism and liberalism, that teachers have affects students’ ideals about society
1.2.3.1. e.g. most teachers tell their students to work hard and get ahead, but in reality there are careers where people can have limited education and still have a well- paid job
1.3. Community
1.3.1. Education socializes students into the norms of the whole society
1.3.1.1. e.g. In the hidden curriculum, students learn about what is expected of them in society, which may or may not be intentional
1.3.2. - Education reflects certain values that a certain community has
1.3.2.1. e.g. smaller communities have different beliefs than large cities; British Columbia and Alberta do not have the same views on oil and the environment
2. Historical Perspective
2.1. School structures and classroom organizations portrays a factory setting
2.1.1. Designed for ages such as the Enlightenment and the industrial revolutions
2.1.1.1. Organized children in batches base on their age, factory line, ringing bells, separated facility
2.1.2. Designed for ages such as the Enlightenment and the industrial revolutions
2.2. During eighteenth century, according to principle of descent, separate schools were permitted
2.2.1. This protected the minority groups with different :
2.2.1.1. - Religious beliefs and values- Catholic, protestants
2.2.1.2. - Values and perspective on education system- public, private, charter
2.2.1.3. - Language- Francophone schools
2.2.2. Presently under legal text section 93, it continues to protect the minority groups and their separate schools
2.2.2.1. Separate school divisions
2.3. First Nations Assimilations
2.3.1. o Residential schools- “Aggressive Assimilation”
2.3.1.1. - Churches ran the federal government funded residential schools
2.3.1.2. - Children were forced to move away from their aboriginal communities and culture
2.3.2. o Goal of residential schools was to:
2.3.2.1. - force children to adopt Christianity and western culture
2.3.2.2. - Must learn and only speak English or French
3. Philosophical Perspective
3.1. Older(outdated)→
3.1.1. Perennialism: The “aim of education is to ensure that students acquire knowledge about the great ideas of Western culture.”
3.1.2. Behaviorism: - A teachers goal is to “identify behavioral goals and establish a reward system to achieve goals.” - Denies free will, states that external factors affect and influence behaviour
3.2. Forward thinking(Modern- Newly adopted) →
3.2.1. Progressivism: - Focuses more on the students and their personal interests. - Active learning. - Encourages new ideas and change.
3.2.2. Reconstructionism: - Schools do more than just teach and pass on knowledge. - Schools have a responsibility to lead the initiative to change society.