The Role Of Social Constructivism In Education

INTRODUCTION This is a key framework of sociological theory. It depend on symbols and their meaning. The words we use to describe our behaviour and the behaviour of others is very important. To elaborate further and get into detail about this theory, firstly the theory and key terms have to be defined, secondly the major proponents and tenets, thirdly the history of the theory, fourthly the purpose of the theory, fifthly the significance of the theory for social work practice, followed by the epistemology, consistency with social work values and ethics, implication of the theory, position of the theory on the population served by the social worker, strength and weakness, relevance of Intersectionality, critical perspective on contemporary issues

The word education itself proved that the aim of it is “to teach us how to think than what to think.” Sociology of education enable us to think critically about human social life and to keep asking questions concerning the sociological problems in education and understanding related concepts such as functions, progress, problems and the importance of good interaction between society and education systems. There are

Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.

Functionalists such as Durkheim explain the social deviance and social control in macro-level as they study “generalizable trends” and “broad social forces” (Conley, pg. 203). Symbolic Interactionists, on the other hand, explain social deviance through micro theories; they focus on a particular

This is difficult process and should be coupled with use of theoretical approaches. Adams et al (2008) advocates that social workers need to use an eclectic approach to their practice by selecting different elements from theories in order to produce one approach appropriate for the individual’s needs. Epstein (1992) suggests that to overcome the limitations of theories continuous reflection and debate is vital to incorporate complex

McInerney stated that whole of school reform, reviews of curriculum and pedagogy, and responses to government policies were the most prevalent social justice strategies in the education-based social justice literature. Bates focused on the primary and secondary systems and found there an emphasis on redistributive and on recognitive approaches to social justice in educational administration. There are diverse interpretations of the term social justice in the context of education. Frequently, social inclusion is also discussed in the education context when we discuss social justice. O‘Connor and Moodie, examined the concept of social inclusion‘ and its importance in relation to the higher education sector where social inclusion implies the inclusion of an individual, group or community in society in general and higher education in particular.

A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

He argued that one of the main tasks of sociology was to transform personal problems into public and political issues or vice versa. To have sociological imagination is to have “vivid awareness of the relationship between experience and the wider society" (Mills 2). Overall, sociological imagination is the concept which is based on social locators. As mentioned previously, there is a difficulty to grasp control on class, gender, and race because a person is born into these three categories. In a practical sense, my personal choices are shaped by my social locators.

SOCIAL EFFICIENCY IDEOLOGY Introduction: The Social Efficiency ideology has its origins in four movements: social reform, utilitarian education, behavioral psychology, and scientific mythology (Callahan, 1962). The Social Efficiency ideology (SE) believes that the initial purpose of schooling is to meet the needs of society. Curriculum developers and educators who adopted the Social Efficiency Ideology view the curriculum as an instrument that prepares students to be contributing members of society and support the view that schools are places where students are prepared for a meaningful adult life. The fundamental concern of the Social Efficiency Ideology is scientific instrumentalism. This concern emphasizes that curriculum should be developed

The sociology of education is a diverse and vibrant subfield that features theory and research focused on how education as a social institution is affected by and affects other social institutions and the social structure overall, and how various social forces shape the policies, practices and outcomes of schooling. While education is typically viewed in most societies as a pathway to personal development, success, and social mobility and as a cornerstone of democracy, sociologists who study education take a critical view of these assumptions to study how the institution actually operates within society. They consider what other social functions education might have, like for example socialization into gender and class roles, and what other social outcomes contemporary educational institutions might produce, like reproducing class and racial hierarchies, among