Social Class and Inequity in Education - Assignment Example

A Critical Essay Comparing Social class and Inequity in Education Focusing on Teacher’s Training in England and Sweden. Name Institution Course Lecturer Date The social class and inequity is a concern in the education system. This is so in the traditional set of stratification of education and the presently observed trends in England as well as in Sweden. The major issue to focus on here is the teacher’s training as far the issue of social class and inequity in education is concerned. The awareness of the sensitivity that this issue holds as far as the education system is concerned will definitely be reflected in the emphasis that is given to the training of the teachers at different levels of the education system. Addressing this issue in the contemporary initial teacher training shows that it is a relevant concern in school. From the elementary to the upper secondary schooling and adult education, the education in Sweden is structurally uniform. The tuition is made free for the public schools and the public budget caters for all the other public education either partially or wholly. There are various schemes at work that provides financial assistance for the students that are in the higher, adult or secondary education.Similarly, the emphasis of education in England has in its basic policy the consideration of social class and inequity (Lawson & Silver 2013). This is seen both in the vocal support and the financial allocation and distribution to these segments. The narrowing down of the various structures to address the specifics in the social class and inequity in Sweden and England is a matter of great support. The ideology behind these countries is that of social inclusion. This inclusion is wholesome covering the areas of personality, culture, intellect and social aspects. The education policy in these areas therefore seeks to curb any damage that can be enshrined or perpetuated through the neglect of the inclusion leading to social discrimination and inequity. These efforts are supported by the proper training of the teachers in matters of social class and inequity. The goal is that of having teachers who uphold and perpetuate social justice and equity in the education system alongside other issues like gender, race and disability. The initial teacher training as emphasised by the Sweden and the England government is therefore very fundamental in emphasising social inclusion that is equitable. (Weis & Dolby 2012) Emphasis has been sought for by both of these countries to give the teachers the skills that are necessary to handle both the situation and those that are affected. The sufficiency that is added to the teaching proficiency is supported as a key factor in handling the wide social context of schooling. There are subordinate groups and the dominant class in Sweden and England. The training of the teachers therefore focuses on the history and the current trends that are there covering the social class ad equity issue. This will cover areas to do with identity, inclusive learning and participation in learning in view of the response that the students have. Having trained the teachers sufficiently will enhance their relations with the students they interact with. This helps in a great deal in the doing away with inequity and the negative social disparities. The dealing of a teacher with a student dictates to a great degree the performance achieved. The students in the middle class social groups should be motivated by their teachers with a lot of sensitivity. They cannot be viewed as less adequate students from a cultural background that is inadequate. The emphasis of the training of the teachers on these differences therefore raises the esteem of the students who are beneficiaries of this. It helps remove the hierarchical organisation of students due to their social backgrounds but rather in line with their performing ability. (Ainscow 2012, p.291) There is a relatively low degree of inequity in regard to education in Sweden. This can be related to the great support that is accorded to the various social structures within the country. A major issue of consideration here is the support that is accorded to the training of the teachers. This policy of the state aims at equalisation of the educational opportunities. There are various educational reforms that are progressively introduced to address inequity and social class matters. There are efforts that are directed towards the decentralisation of the curriculum decisions, school organisation and educational policies. This allows flexibility in the particular areas and conditions that fit the wellbeing of the people of that locality. The education system in England follows the same trend. The education policy asserts the need for professionalism in handling the education matters in the various departments that are involved. There is emphasis on the contribution of the teacher as a very pivotal element in the support of equity and social inclusion (Aasen, Prøitz & Sandberg 2013). The training of the teacher in matters to do with this is therefore a demanded for practice that is integrated within the education system. The competence of a teacher is to a great extent evaluated on the ability to bring out the best in every student regardless of the social class. Exclusion limits the performance level of the students and reveals incompetence or irresponsibility as far as the teacher is concerned. There are therefore structures within each of these countries that have been set forth to enable that inclusion is enhanced. There are various advocacy systems that are well structured and specific in this. The major support is the law that harmonises citizenship and provide a basic right for all. The training of the teachers, as any other profession, therefore is plainly set out in a way that captures and integrates the involved laws. There are also codes of ethics that are diligently taught and followed. This system of operation is very important in its ability to give a wider view beyond mere teaching to the social class and equity issues. A comprehensive system in this is therefore that which has the training of the teachers as the major area of focus. The law requirement is that the framework of the education in all its activities should be done giving the right attention to the democratic values. All those who work in the school system are expected to exhibit respect the environment as well as the intrinsic value each person has. Areas like equality of gender and an active counteraction of any abusive form of treatment like racism and bullying have a thorough law coverage. The training of the teacher therefore can only be considered exhaustive in case these law aspects are not well captured by them. They will need extra carefulness being the very people who are expected to implement them and be guarded by them first-hand. The proficiency of the teachers in practice will therefore be evident without fears of lawsuits or any other related negative outcomes. The efforts here are not merely those of creating awareness but also those of bringing about adherence to the law. This also has in its core a respect for the human dignity which is progressively a matter of concern gaining popularity and adoption. The adoption by these two governments to focus on proper training of teachers comes as recognition of education as a very important pillar in the restoration of a culture that is all-inclusive and equitable (Kaur 2012). There are sure efforts that allows for perception of this as the right thing to do and also as the direction which is to be embraced by all. This conviction is partly adventurous in nature with anticipation for good results. However, the success that proper training of teachers on the matter of social justice and inequity has achieved in various other states is a prime motivation factor. In the training of the teachers, there are various options and factors of consideration. There is a call of construction of structures that will enhance the corporeal, emotional and cognitive development of the students in an all-inclusive manner. This is sufficiently nurtured in an environment that support virtues such as solidarity, affirmation, respect, acceptance and tolerance. The resulting effect here is that that the law and the advocacy policies are put into practice in the place where they matter most. The implementation of a good policy is always the distinguishing mark of fiction with reality. The teachers who are properly trained are therefore the ones that are instrumentally placed to bringing about a much desired for equity. There are attainment gaps that are in existence depending on the backgrounds in focus. This is clear when the two extremes of the affluent and deprived backgrounds are considered. This should be handled well so that it does not result from any preferential treatment that the teachers have depending on the social classes. This will help in dealing with any form of marginalisation from the learning experiences that are most efficient in the learning environment. The Sweden and the England government both are in support of social inclusion. The new teachers are supposed to learn the inclusion that enhances proper investment leading to a successful learner identity. If there are perceived exclusion tendencies by the students, the effect may be that of an already defeated attitude. (Aasen, Prøitz & Sandberg 2013) There is always likelihood that the parents to the students that are not from a socially elite community are also not very proficient in the education matters. The teachers training is therefore given this wider scope that appreciates the various variation that is there depending on the environment that one thrives in. A new teacher in a teaching practice may be observed that some students don’t perform properly in the take-home assignments but the classroom performance is okay. To avoidjumping to the conclusion that the student is not as diligent as others are, more investigation needs to be done. The expectation that the parents will assist at home may not always be correct depending on the social setup that is the growth of each student. The teachers are therefore trained fundamentally in these areas so that they are not ill equipped or ill-informed in handling the social class and inequity issues in the education system. (Ainscow 2012, p.301) This awareness and sensitivity to the social class issue by the teachers helps them in knowing and properly handling the learner identities. The goal is that of having teachers who are committed to the social justice and equity in the education system alongside other issues like gender, race and disability. This kind of training cannot be left to chance with the assumption that the trainee teachers will learn or already know how they are to respond to or handle such matters. The initial teacher training as emphasised by the Sweden and the England government is therefore very instrumental in shedding this light of social inclusion that is equitable. The government and the parliament therefore seek to harmonise the education system by having definite guidelines and goals for education training programs. The local and the central education authorities with various other stakeholders bear a considerably great responsibility in dictating how the training of teachers is carried out. The very curriculum elements are therefore in their hands to ensure that the issue of social class an inequity in the education is dealt with. This may be done directly or indirectly in determination of the activities to be carried out and the allocation and distribution of the needed resources. (Kaur 2012) This recognition that the central and the local authorities are required in the shift to result-oriented system of education is a great step that England and Sweden education has adopted over time. Giving full support to the teachers from their training levels to the time of their actual teaching in matters of equality and social class is a thing to be commended on. Consistent evaluations that ensures a systematic follow up of this issue allows for transparency and responsibility. The equity situation of these two countries can be seen to improve over time. This is especially so when the larger context of equity is concerned. There are a range of indicators ‘that brings about this cohesion. These include gender, social-economic status, region and ethnicity. The policy makers at the national level therefore seek to explore the different perspectives that will enhance equity. There is usually involvement of a team of expert to enhance that there is in-depth examination of policy and practice. The policy recommendations that are availed will most likely be accepted. Swedish education system has been for a long time characterised by equity through a major system of mainstreaming. The homogeneity structure of the education system that is there in Sweden is a major contributing factor. The direction here is the provision to the young people and the children of same education regardless of financial, social, place of residence and education circumstances. Equivalent education is upheld regardless of where it is provided by each type of education (Andersson,Malmberg & Östh 2012, p.37). The focus is that of providing timetable and curricula that are considerably valid nationwide taking into account those who have special needs. This provides a framework of education that is totally inclusive. The fundamental ideas of quality, equity, openness and accessibility in the education system therefore are continuously supported. The teachers are expected to view the training on dealing with social class and equity as an aspect of their qualification professionally. It is not expected to be viewed as an additional task which can be neglected in case the circumstances are not favourable. The implementation is therefore to stem out of a high sense of responsibility rather than from a forced control. The directives that are given emphasising on the necessity for a complete coverage of this area are therefore to be embraced fully. This is a continuous process that is affected all the way until equity is fully achieved. If this is to be fully attained such that there is a homogenous society that is equitable, care would still need to be appropriated. This is in ensuring that the system does not again flop to the former injustice category. (Weis & Dolby 2012) There are identifiable routes to a better society if the various contributing factor are put into the right play. Having prioritised the Issue of proper training of teachers, it is notable that this only works in conjunction with the other equity issues in the education system, in the national and in the global frameworks. These mechanisms are supported throughout working at all levels. The co-working of the systems allows for integration of the set structures appropriately. It is therefore a responsibility of every citizen to support all the structures at the position in which they appear. The decision to have the control systems of the training of the teachers relaxed to meet the particular needs of various localities and setting is a thing not to be taken lightly. The central and the local control are therefore effectively aligned with an effort to see that relevance is appropriated in the various settings. There is division of responsibilities and this cannot by any chance be a part to complicate the whole process but rather to facilitate it. There is seriousness in this that is to be affected across the systems to ensure that there is equity. It is a clear move in that is sought to be established in the entire framework of the education system. The sought for advantage lies in the anticipated levels of victory that is to be achieved if a good system of training of teachers on social class and equity is concerned. Important to consider is the attitude that the trained teachers on the issue of equity adopts. There are some who would obviously consider it as what they are required to fully cater for in the matter of their practice. The very notion that all the students will stand to gain bring about a great thrill and sense of fulfilment. There is satisfaction that is there with the giving of equal opportunity bringing about equal opportunity for all. If there is a mind that is otherwise, there is need to focus on the issue again because a wholesome efficiency is only achieved with a wholesome inclusion. The trained teachers are therefore expected to show forth their skills in providing for equity. As it this essay has observed, the training of teacher stands out very significantly in bringing about inclusion in the education system. This is when we consider social class and inequity. The training of teachers in these specific areas without leaving them to chance is a pillar that puts out the problem of exclusion in education. This makes sure that the teachers get awareness of the different social structures that they are to work with. This set them ready to receive the particular situations in a wise way. The various systems as they appear in education need to be dealt with in such that the elements equity is upheld. This is mostly propagated by the teachers who have a one on one relationship with the students. England and Sweden has a direction that is progressively being adopted globally. This is the direction of inclusion. The issue of equity is a broad concern throughout the national framework of these countries. This essay has covered of one these pillars being the restoration of the social justice as far as the classes are considered and equity in the education systems. The basic motivation here is not just adherence to the law but the notion that with equity in the provisions of various social classes, great potential is achievable. The segregation that is there in the education system has adverse effects as far as the wellbeing of the student is considered. A student should be carefully and professionally handled by the well-trained teacher to enable them to be productive to their utmost capacity. This equity can only be achieved if the teacher is at a position to be flexible enough to attend to the diversity that the students have. Social structures in the education system need to be supported at all cost. It is in the duty of the teacher to put together the particular frameworks that the studentsare catered for in a way that reveal equity. The direct interactions that are there are very necessary to build up each individual student. The emphasis of the essay has been that of enabling the teacher to be very sensitive when the issue of inclusion is concerned in the matter to do with the social class and inequity. There are definite efforts geared towards this. Various motivating factors have been identified. These include the proper performance of the student, the law and the ethics of the teaching profession. Considering the issue of professional ethics, the trained teacher is expected to exhibit a high level of professional ethics in the dealing with the students. The ethics have in themselves a proper need to having the equity issue of students considered. Considering the issue of equity, there is a necessity to emphasize the need for a structured education training system that is not held complete without having this factor considered. Until there is total equity in the education, these efforts should not be relented. There is need to have every student given the right conditions to excel regardless of the social class. The efforts that need to be put in this should be considered as one of the basic rights to be advocated for. It is not just a good thing to do but it is a thing that must be done at all costs. Having any form of exclusion in the education system should be avoided at all costs. The advocacy systems that are adopted together with the legal frameworks should ensure that the policies that are credible are absorbed and taken to the completion stage. This will ensure that there is an action program that is ongoing rather than dwelling at the talking level. The trained teachers will therefore be entrusted with the students and the perpetuation of the best order in line with equity upholding. There is need to bring about a difference in the education system not with favours but rather with justice. What is sought to be promoted is an equal opportunity for all sand letting the best to win. The evaluation process of the progress that this achieves is done progressively and with the required depth. The efficiency that is achieved in the help that is accorded to the students in different social class bringing about equity is expected to be on the rise. The results need to be consistent in the short-run and also in the long-run so that there is proper accountability. It is the work of the government to allocate resources in support of this and delegate the duties appropriately. The structure of the government will ensure that there is a complete support of the system of training the teachers appropriately on the matter of inclusion. This help in dealing with the complication that may arise in the limitation of resources where a limitation is put in what is covered. As it has been earlier established in the essay, the concern here is also strongly based on the fundamental democratic rights that are to be accorded to each of the citizens concerned. References Aasen, P, Prøitz, T S, & Sandberg, N 2013 Knowledge regimes and contradictions in education reforms Educational Policy, 0895904813475710. Ainscow, M 2012 Moving knowledge around: Strategies for fostering equity within educational systems Journal of Educational Change, 133, 289-310. Andersson, E, Malmberg, B, & Östh, J 2012 Travel-to-school distances in Sweden 2000–2006: changing school geography with equality implications Journal of transport geography, 23, 35-43. Kaur, B 2012 Equity and social justice in teaching and teacher education Teaching and Teacher Education, 284, 485-492. Lawson, J, & Silver, H 2013 A social history of education in England Routledge. Weis, L, & Dolby, N Eds 2012 Social class and education: Global perspectives Routledge. Read More