EDUCATION AS POLITICAL: REALITY AS CONFLICTING PHILOSOPHICAL PARADIGMS

Huitt, W. (1999, October). The SCANS report revisited. Paper delivered at the Fifth Annual Gulf South Business and Vocational Education Conference, Valdosta State University, Valdosta, GA, April 18, 1997. Marx, G. (January/February 2017). Future is Now: Ten Realities for educators and communities. Principal. Alexandria, VA: National Association of School Principals. pp. 32-35. Marx, G. (April 2017). Future Trends: Ten Big Picture Realities Facing School Boards. pp. 20-21. What Work Requires of Schools. (1991). A SCANS (The Secretary’s Comission on Achieving Necessary Skills) Report for America 2000 Washington, D.C.: U. S. Department of Labor. Compose an original 8-10-page APA-formatted paper in which you demonstrate critical thinking in identifying and critiquing hegemony and ideologies resulting in inequities through investigating conflicting philosophical educational paradigms framing historical and contemporary debates in education: The Traditional Transmissive Didactic Banking Paradigm and the Progressive Transactive/Transformative/Social Reconstructivist Paradigm. Purpose To promote critical literacy in developing a personal and empowered sense of agency using critical thinking in identifying and critiquing hegemony and ideologies resulting in inequities of privilege, opportunity, and oppression rather than being a passive recipient of socially constructed knowledge through investigating conflicting philosophical educational paradigms framing historical and contemporary debates in education: The Traditional Transmissive Didactic Banking Paradigm and the Progressive Transactive/Transformative/Social Reconstructivist Paradigm. Why is understanding schooling as a social system of interdependent dimensions constituting a paradigm important given the concept of “reality”? How can understanding the two conflicting philosophical paradigms assist in navigating historical and contemporary debates about schooling? Why does transmissive teaching continue to occur given that learning is developmental, social, and cultural, and intelligence is multidimensional and acquired? What is the meaning of differing ways knowledge is socially constructed and how should this understanding inform paradigmatic critique of schooling? How can understanding the two conflicting philosophical paradigms inform my personal sense of agency related to curriculum, instruction and project-based learning, authentic assessment, classroom management and restorative justice, relationship with students, and learning theory consistent with neuroscience research? What are the paradigmatic differences between both the content and the pedagogy of the traditional and progressive paradigms? What are the major ideologies perpetuating inequities and how do they serve hegemony? In what ways have hegemony and ideologies perpetuated the notion that education is apolitical? How does ethnocentric monoculturalism perpetuate genetic inferiority and cultural deficit theories of inequality and explain why cultural subordination theory has tended to be silenced? In what ways does “back-to-basics” rhetoric serve as an example of resistance to paradigmatic change especially for poor, minoritized, and special education students? How did the language of “soft bigotry of low expectations for academic achievement of poor and minoritized students” about the No Child Left Behind Legislation (2002) situate the “problem” as ineffective teachers and the remedies being scripted lesson plans and “high stakes” standardized testing rather than economic and social inequalities such as lack of adequate, food, health care, housing, equitable school resources and facilities, etc.? What are key social justice concepts that need to inform my relationships with students, parents, and other stakeholders as well as the creation of the learning environment of the classroom?