Evans and Ogbu's Theories - Assignment Example

What does Evans state as the problems with the Social Reproduction Theory—what does it fail to answer or address? The Social Reproduction Theory is based upon the existence of the social structures and social relationships which integrates the society as a unit. The theory is translation of the theoretical model presented in Theory of Reproduction of System and Life World by Habermas and Reproduction of Social Relations across Time and Space by Giddens. The theory commented that social relationships assist in the development of supportive and cooperative relationships, however it is important to signify that such relationships can be "conflicted, oppressive, and exploitative", as warned by Evans. The theory has failed to address primarily because positive social interactions have failed to develop cooperative family structure. Evans has identified that the theory has ignored the patterns of social structures and relationships; the theory states that "social action and interaction recreated the social structures and relationships over time and across space", which is objectionable because such social interactions have injected the elements of vanity, pride, fear and hatred i.e. social exploitation and injustice. The Social Reproduction Theory has failed on the economic side, the theory has failed to justify and explain the existence of economic and social injustice, and rise in poverty even in the presence of interactive-social structures. This concept has been responsible for the increase in the capital accumulation, which has deprived the under-privileged from recovery. Evan has suggested that the theory has failed "in the reproduction of the capital structures and the infrastructure that are necessary to carry on economic activity over time". Evan has identified the ignorance towards biological aspect of the human and social growth, the growth of human society is not by the virtue of social and economic structure, it shall include consideration towards "daily and generational parts of reproduction". What does Evans see as the failures of the Cultural Reproduction Theory—what does it ignore—or play down? The community and social factors has identified the integration of "anthropological and sociological theory". The Cultural Reproduction Theory has focused upon the relationship between the system and community forces, these forces are not proportional to each other however these certain share influence upon each other. The theory has explained that "system forces facilitated a set of communal responses which became strongly enough instituted and widely enough shared to become community forces"; Evans has warned that irrespective of such system, any form of discrimination based upon cultural, racial and social heterogeneity, and shall inflict certain responses from involuntary minorities. Evans suggested that the theory has ignored the frequency of impact of specific social forces, such impact does not require "formative period to produce an everlasting result". The Cultural Reproduction Theory has discussed the influence of continuous changing community and system; however it has failed to deliver significance and contribution of such special force/s. This theory has explained the translation of the cultural practices from family to family, and generation to generation; however such translation has ignored the essence and role of the social forces which in the middle of the process have capability to vary the translation or its interpretation. This theory has revealed the cultural reproduction based upon social influences, but has ignored the notion of pluralism and convergence between varied cultural practices and perspectives. The Educational Anthropologist John Ogbu introduced the Cultural Ecological Theory. What factors are operating according to the cultural Ecological Theory and the System Forces? What are the results for students when the Cultural Ecological Theory and the System Forces are functioning? John Ogbu has identified differences between "conceptualization, universal discontinuities of home and school culture", which is applicable on all the students. John Ogbu has identified the existence of two different systems in the educational setup, i.e. school-based system which is "based upon impersonality, universal standards, individualism, specificity and achievement norm", and home-based system which "promotes intimacy, particularity in relationships and interdependence among family members". Ogbu focused upon the responses of the minority towards schooling, and has identified the areas of discontinuity and difference which had negative impact upon their mental and cultural upbringing. Ogbu identified that differences between the cultural norms and language of the students developed primary cultural and social discontinuities. It was identified that cultural discontinuities were prominent among caste-like/involuntary minorities. Such differences were responsible for the "learning and social adjustment problems initially". Ogbu identified the non-existence of the laws which shall offer protection to this specific segment of the society against the majority. The caste-like/involuntary minorities have develop strong perception that such practices were "legislated discrimination", and therefore no concrete steps were undertaken from the respective ends to avoid such cultural disparity which has translated into social, economic and educational injustice. Evans warned against development of cultural models of minorities which based upon "incorporation in American society, and their subsequent treatment by white Americans". The performance of the students upon the functioning of the Cultural Ecological Theory and System Forces is debatable, the minority students were concern about the discrimination within their educational units, and such practices severely restricted their right towards learning and experimentation. The influences of the System Forces was too strong to be handled, it required certain legislation which shall protect the interest of the candidates from the under-privileged segment of the society. What is involved in Pedagogy that is culturally responsive to subordinate groups? The cultural perspective shall be integrated with the curriculum and pedagogical practice; this shall represent the significance and contribution of the students from the subordinate or marginalized groups. Such an action will curtail the exaggerated role and influence of students from dominant or centralized groups. The incorporation of the cultural perspective shall therefore be successful in projection of the subordinate groups righteously. The audience response system shall be effective through the implementation of the pedagogical elements. The subordinate students who have discussed their experience of conceptual understanding and their understanding about social and cultural rationale have been successful in the effective translation of the notion against the abstraction by the instructor, therefore pedagogical elements requires modification to an extent that the contribution of the students is extreme, and particular those affiliated with the subordinate groups. Some gaps were identified relevant to the teaching practices; such gaps were specific to the effect of the pedagogical elements. The gaps identified include "dominant theories and ideas have failed to adequately capture the range of experiences reported by practitioners, restrictions specific to the knowledge base guiding research and development in the area of audience response systems". The gaps shall be addressed through implementation of efficient and effective pedagogical practices, which shall essentially incorporate the participation of the associates from subordinate groups. It is believed that the incorporation of the cultural themes in the pedagogical practices shall excite the response of the subordinate groups, the courses and assignments shall primarily focus upon the advent of cultures within specific geography, and such practice shall be founded once the cultural perspective of every student within the class, inclusive of the subordinate group is include and reviewed. What Evans refers to as the “Transmission Model of Teaching”. Does she disagree with the model, if so, what are disagreements? What exactly does Evan suggest? The transmission model of teaching includes the active participation of the participants from the minority groups to an extent that their culture, history and tradition is discussed and reviewed. However it is important that no controversial objects shall be discussed as per the discussed model. Evans has specific disagreement towards this model; the concerns were relevant to the denial of information and secrecy. The culture transpires ethical and moral values; therefore its discussion shall be in totality. Evans believes that the transmission of such model shall be applicable on units where no minority exists, such practice will improve the understanding and acceptability of the minority groups among the majority stakeholders of the society or republic. Issues related to self, school, family, learning, teaching and teachers reported by the students. The reported issues by the students are specific to the acceptance of the minority groups by the public, and the reluctance of the parents to openly discuss their culture and practices in public. The society based upon its ignorance has created strong agitation against the minority groups, and the senior minority members because of their fear are reluctant to discuss their belief and practices. The minority students have expressed their concerns towards such setup. The students have further highlighted that the academic institutes have failed to bridge the gulf of ignorance among between the groups. The students have criticised the role of the academicians, and their failure to develop social and cultural homogeneity within majority and minority groups. Discuss exactly what the “Modernist View” is? Discuss exactly how Evans feels about “Streaming”? Modernist View is based upon the notion of public acceptance, the differences and history shall be reviewed, however the learning shall not be applied. The modernist view suggests the existence of the peaceful, calm and composed society, having preliminary understanding about their need for the social consensus which is essential to streamline the social and economic progress, the exploitation of the differences in past has resulted in the developed of ravage society. It is therefore important to streamline the notion of development, which shall capsule the economic and social development with cultural tolerance to ensure that the society does not curtail from the path of development. References 1. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. 2. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 3. Vygotsky, L. S. (1987). Thought and language. Cambridge: Cambridge University Press. 4. Walker, R., Pressick-Kilborn, K., Arnold, L. S., & Sainsbury, E. J. (2004). Investigating motivation in context: Developing sociocultural perspectives. European Psychologist, 9(4), 245-256. 5. Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5, 1-37. 6. McNeal, R. (1999). Parental Involvement as Social Capital: Differential Effectiveness on Science Achievement, Truancy, and Dropping Out. Social Forces 78(1):117-44. 7. Morgan, S.L. and A.B. Sorensen. (1999). Parental Networks, Social Closure, and Mathematics Learning. American Sociology Review 64:661-81. Read More