Education, Power and Society
Open Book Examination:
2010
Please answer ONE from the following 3 questions:
1.
How do sociological theories (functionalism, Marxism, and Weberian) help us
explain the phenomenon of “elite schools”? In addressing this question show how
theoretical approach would explain the phenomenon of “elite schools” in relation to the
field of power in society. In your discussion, engage at least two chapters from the
second part of the course reader to illustrate how aspects of school life in “elites
schools” in Malta would be approached by these different theoretical approaches.
2.
As part of this course, what insights have you developed as a teacher, regarding
the relationship between social class, school streaming (tracking), and student identity?
In addressing this question, consider at least two of the following aspects of schooling:
school culture, curriculum, pedagogy, and teachers’ differential behaviour. In your
discussion engage at least two chapters from the second part of the course reader to
ground your arguments in Maltese educational contexts.
3.
Choose ONE from the following five sets of keywords used during the course and
draw on the case studies in the second part of the course reader in order to analyse
their significance for the critical educator:
Set One: achieved status, ascribed status, social mobility, contest mobility, sponsored
mobility
or, Set Two: cultural arbitrary, cultural capital, symbolic violence, habitus
or, Set Three: ideology, hegemony, legitimation, school rituals
or, Set Four: economic reproduction, cultural reproduction, ideological reproduction,
alienation
or Set Five: gendering, cultural capital, streaming (tracking), identity
Expectations: (a) evidence of reading (b) familiarity with, and confidence in using the key
concepts, keywords and frameworks covered in the course (c) ability to connect theories
to school processes (d) clear arguments expressed in good English (e) move away from
what is mere ‘common sense’ in describing and analysing complex issues.
Education, Power and Society
Open Book Examination: 28th January 2009
0915 – 1015 a.m.
Please answer ONE from the following 3 questions:
4.
How do sociological theories help us explain school failure and student
disengagement from school? Refer to at least one case study from the course reader to
illustrate how aspects of school life place groups of students at a disadvantage.
5.
What insights have you developed regarding the relationship between social
class and education? In addressing this question, [a] consider at least two of the
following aspects of schooling: curriculum, pedagogy, structure, and culture; and [b]
draw on case studies from the course reader to ground your arguments in Maltese
realities.
6.
Choose ONE from the following sets of keywords used during the course and
draw on the case studies in the second part of the course reader in order to analyse
their significance for the critical educator:
Set one: achieved status, ascribed status, social mobility, meritocracy
or
Set two: cultural arbitrary, cultural capital, symbolic violence, learned helplessness
or
Set three: ideology, life-world, hegemony, legitimation
or
Set four: economic reproduction, cultural reproduction, ideological reproduction
Expectations: (a) evidence of reading (b) familiarity with, and confidence in using the
key concepts, keywords and frameworks covered in the course (c) ability to connect
theories to school processes (d) clear arguments expressed in good English (e) move
away from what is mere ‘common sense’ in describing and analysing complex issues.
Education, Power and Society
Open Book Examination: 28th January 2008
0915 – 1015 a.m.
Choose ONE from the following:
1.
Choose a dilemma that you have encountered during your teaching practice and
follow the process of critical thinking proposed on p.415 of your course reader (i.e.
Inside/Outside Schools) in order to (a) describe the dilemma, (b) tease out the meaning
of this dilemma in theoretical terms, (c) confront the dilemma to analyse the factors
that are bringing it about, (d) try to generate new insights about the dilemma that might
help you reconstruct your practices and/or those of the school.
2.
How does the work of Pierre Bourdieu help us move away from a deficit
approach to explaining why some students fail at school.
3.
Looking at your own biography as a student, how has social class played a part in
your experience of schooling? In addressing this question, it is important to engage
some of the theories that we have covered throughout the course.
Expectations: (a) evidence of reading (b) familiarity with, and confidence in using the
key concepts, keywords and frameworks covered in the course (c) ability to connect
theories to school processes (d) clear arguments expressed in good English (e) move
away from what is mere ‘common sense’ in describing and analysing complex issues.