Ideology_group_5_1

tinyurl.com/rtlideologyb

The Ideology of Teaching

Much of the content of the Rethinking Teaching, Learning and Assessment Module revolves around ideological viewpoints and strategies. This session will define the concept of ideology and its role within education.

The Ideology of Teaching

Aims

• To understand the role of ideology in teaching and learning

Objectives

• Define the concept of ideology
• Explore the function and types of ideology within an educational context
• Evaluate ideological perspectives within teaching & learning practice

Activity: The Human Continuum

Place yourselves anywhere along the continuum to indicate how strongly you agree/disagree with the statements below. Move to the left to indicate if you ‘strongly agree’ with one of the statements below, or move to the right if you 'strongly disagree'. Be prepared to give reasons why you have chosen your position in relation to each statement.

Statements

Strongly Disagree

Strongly Agree

Ideologies are demonstrated...

Defining Ideology

...in both behaviour and conversation to various audiences. These systems of belief are usually seen as ‘the way things really are’ by the groups holding them, and they become the taken-for-granted ways of making sense of the world.

The concept of ideology has a rich history throughout modernity (18th century onwards) and can be summarised in the following definition:

...a broad interlocked set of ideas and beliefs about the world held by a group of people operating at various levels in society and in various contexts and which is demonstrated in their behaviour.

(Meighan, R. and Harber, C. 2007, p.12)

Food for thought:Click on the icon to consider your own thoughts on ideology.

(Matheson & Limond 1999)

What is implied by the following cartoons?

Ideology & Education

The concept of ideology has a lot of implications for education. If our ideas are informed by a range of contesting belief systems, then we need to consider what assumptions inform our understanding of teaching and learning and what power relations and practices influence these notions. Self-directed task: Watch this video to gain an understanding of the ideological factors that affect education practice.

Video credit: Mark Peace at the Manchester Metropolitan University - available under Creative Commons licence

Ideology & Education

Our discussion has highlighted that our ideas of educational practice are based on what we value – ie our ideological belief systems. Every decisions we make, whether as the Secretary of State for Education, your tutor, the head teacher of your placement school, reveals our ideological stance. Those decisions might include: what you teach (content), how you teach it (pedagogy), the learner’s role, the teacher’s role, the resources you use, how you assess, the classroom environment.

Examine the six images here - what is being valued by these classroom environments? (ie what ideological assumptions about teaching and learning are implied ?) Share your thoughts on the image allocated to your group.

Traditional & Progressive Education

Our exploration of ideology in education so far can simplified into two contrasting ideological sides: Traditional and Progressive. Of course, many educational ideas and theories are more nuanced and gradated than the two represented here, however, the two sides help us imagine the two polarities much educational thought is drawn towards. Click on the two options to identify the characteristics associated with each side.

Traditional

Progressive

The typologies above are those outlined by the Campaign for Real Education and are therefore somewhat biased. Many progressive ideas in education have come under attack by such groups as the CRE

Three different ideological perspectives

The two contrasting ideological sides, traditional and progressive, can be further divided into the following ways of thinking about schooling. Click on the icons to identify the characteristics and emphasis associated with each school.

There are three key perspectives that influence any educational practice:

• The individual
• Knowledge
• Society

Each ideological view tends to view these aspects with different degrees of importance.

Reconstructionism

Progressivism

Classical Humanism

Instrumentalism

Ideological Extracts

These extracts are from real policy documents or statements. Which or the ideological models (progressivism, classical humanism, instrumentalism, reconstructionism) are ‘revealed’ in them? What are the tell-tale phrases? Which decade in the last 60 years do you think they come from? Once you have read each of the extracts and come to a decision, click on the question mark to reveal the author / publication, date and ideological perspective.

Current Ideology: Neoliberalism

The video below considers how neoliberalism affects education within contemporary society. What are the ideological assumptions in neoliberalism? Consider what effect the ideology might have on notions of choice and equality within education.

From the previous session, you will be aware that neoliberalism is the dominant form of ideology in contemporary society. Watch the videos below to review your understanding of the pros and cons of Neoliberalism:

Contemporary examples of ideological tensions

The Expert Panel & 100 Professors

CPRT Response to NC Consultation April 2013

Cambridge Primary Review

The grammar schools debate

Ideological Schisms?

Session Activity

Read the text here inspired by an article from the Guardian

In your reading groups, share your views and reflections. What areas of learning would you include in your own National Curriculum and why? What would you exclude and why?

Summary

As a professional within education, it is important to remain critical of current ideological trends within the sector. Criticality prevents us from assuming a passive role with regard to educational ideas and agendas. As the Cambridge Review Research states:

The teachers who were least worried by national initiatives were those who responded to them with robust and knowledgeable criticism rather than resentful compliance, and asserted their professional right to go their own way.”

(Alexander 2010)

Session Activity

This activity will help you understand your current ideological viewpoint and will inform future discussions throughout the module. It will be interesting to discover whether your viewpoints change at the end of the module and throughout your practice.

Click here to view the activity sheet

References

*Alexander R. J., (2010) Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review Routledge Alexander, R. et al (Eds) (2010) The Cambridge Primary Review Research Surveys Routledge Bartlett, S & Burton, D (2012 ) Introduction to Education Studies Routledge Chapter 2 Claxton, G., Pollard, A. and Sutherland, R. (eds) (2003) Learning and Teaching Where Worldviews Meet. Stoke-on-Trent : Trentham Hargreaves, A. and Fullan, M. (1998) What's Worth Fighting For In Education? Buckingham: Open University Press Osborn, M., Broadfoot, P., McNess, E., Ravn, B., Dlanel, C., and Triggs, P. (2003) Comparing Learners Across Europe : A World of Difference? Buckingham, Open University Press *Preedy, M (1989) Approaches to Curriculum Management Open University *Tweed, R. G. & Lehman, D. R ‘Learning Considered Within a Cultural Context: Confucian and Socratic Approaches February 2002 ● American Psychologist 89 Vol. 57, No. 2, 89–99 White, J. (ed) (2004) Rethinking the school curriculum: values, aims and purposes. London: Routledge Falmer Wilcocks, J., Kinder, K. and Nelson, N. (1995) Versions of Primary Education. London : Routledge