Unit 7 Children in School Study Sheet PDF

Unit 7: Children in School - Study Sheet 1. Compulsory Formal Schooling Origin: Began 3,000–4,000 years ago, initially for wealthy boys. Universal schooling is modern and was initially resisted. Purpose: Teach moral, mental, and physical discipline; socialize children into functional...

Unit 7: Children in School - Study Sheet 1. Compulsory Formal Schooling Origin: Began 3,000–4,000 years ago, initially for wealthy boys. Universal schooling is modern and was initially resisted. Purpose: Teach moral, mental, and physical discipline; socialize children into functional adults. Discourse/Theory? Consider socialization and deficit views. 2. Canadian Educational System High focus on standardized testing and micromanaging teachers (Vaillancourt et al., 2021). Homeschooling trends: Increased significantly, especially in Grades 1-2 during the pandemic. ○ Reasons: Curriculum dissatisfaction, religion, alternative to trauma. ○ Effects: Generally positive; no significant difference in academic success or life outcomes. 3. Compulsory Schooling in Developing Countries Goal: Transition children from work to universal primary education. Barriers: Balancing school/work, inequities in gender and class. 4. Residential Schools in Canada Purpose: Assimilate Indigenous children by forcibly removing them from families. Methods: Prohibited language and cultural practices; widespread abuse. Effects: ○ Lower school engagement for Indigenous youth (63% high school completion vs. 91% for non-Indigenous). ○ Off-reserve completion (73%) higher than on-reserve (46%). 5. Discipline in Schools Control of Space: Classrooms are set up hierarchically, often with students in fixed seats and limited movement. The question arises: Is the space meant for children to learn freely, or is it designed for adult control over children? Control of Time: Timetables, bells, and punishments regulate when students do certain activities, such as homework, limiting time for play and rest.  Control of Body: There are expectations for how students should behave and move, often sending mixed signals between encouraging independence and maintaining strict control over their actions. 6. Differences and Exclusion Marginalized groups face unique challenges (e.g., Roma in Hungary, Indigenous in Canada). Gender-based violence and norms shape experiences. Message: The key message is that not all children experience school in the same way. Social, cultural, and systemic factors shape each child’s education differently. 7. Standardized Tests Seen as assessments of individual capability rather than school performance. Stressful for children and teachers. Question: Why not eliminate standardized tests? 8. Peers vs. Friends Peers: Social equals operating at similar levels of complexity. Friends: Close relationships marked by loyalty and affection. School is often valued for social interaction. 9. Bullying and Victimization Definition: Goal-directed harmful act with a power imbalance. Peaks during high school transition. Inequalities (gender, class, culture) exacerbate bullying. Myths/Facts: ○ Bullies are not necessarily lonely, dumb, or from broken homes. ○ Bully-victims struggle with friendships and are often marginalized. 10. Agency in School Children resist adult control but may face consequences. Thin vs. Thick Agency: ○ Thin Agency refers to limited autonomy, where children, like Tanzanian girls, may have little control over their lives and education due to societal constraints. ○ Thick Agency represents greater empowerment, where children have more voice and decision-making power, as seen in Finnish schools where student input is valued.  North America lacks child-centered spaces and agency-focused systems. 11. Recess and Outdoor Education Vital for unstructured play and connection. Incorporating Indigenous ways of learning is gaining popularity. 12. COVID-19 and Education "Learning shortfalls" from school closures. Bullying decreased, but the home environment wasn't beneficial for all children.