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Critical reading of a news article

We looked at one news article from https://www.thesun.co.uk/news/5291227/hungry-policeman-abused-by-shopper-after-stopping-off-for-his-lunch-at-a-supermarket/

Students critically discussed the use of language in this story, which is mostly comprised of tweets. There was not much information about the circumstances surrounding the story. They also commented on the use of words such as 'hungry', and 'verbally abused', which seemed to imply some heroism and oppression of the police by ordinary citizens. We also discussed the cultural context around the wearing of official uniforms in relevant uniformed service occupations such as nursing.

Debate on 'no platforming'

The group engaged in a debate and critical discussion about the concept of 'no platforming'. The pro no platforming group stressed that oppressive views such as racist or homophobic opinions should not be given public space in university, while the anti no platforming group argued for the capacity for critical thinking of students.

https://www.gov.uk/government/speeches/free-speech-in-the-liberal-university

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What are schools for?

We used the attached below to think about the purposes of schools. Some of us came up with negative answers such as Schools are mechanisms of control but some have also outlined the more positive benefits of schooling.

Several members of the group used mind maps to explore some of the ideal purposes of schools such as the development of life skills, having fun and social and interpersonal development. Yet others still observed that some of these developmental advantages work alongside normative expectations of behaviour that could stifle one's creativity and enjoyment.

We questioned some of the ideas from the quotes given. For example in the first quote wherein Arnold put forward the idea of 'the best' thoughts, some of us have asked: 'Who decides what is best?'

Some of us also agreed with some ideas from the excerpts such as in acknowledging the importance of history, but at the same time also considering the power relations that are relevant to such value judgments.

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Social class - the bottom line determinant of success?

The tutorial group engaged in discussion about the intersections between race, class, gender and educational attainment. We talked about the effect of certain stereotypes on students and their test scores in general. There seemed to be a consensus that SOCIAL CLASS is a great determinant of educational success, but we also discussed how race and gender can intervene with this effect.

One example that was raised to support the great effects of social class was the influx of international students into Western universities. However, issues such as what are raised by nationalist far right actions such as the recent Trump travel ban could also hinder mobility and the adoptation of non-Western cultures into campus culture and formal curricula.

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Discussion of film Lean on Me
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Many of the students in TG15 thought positively of the film and of the main character, who was "strict yet personal" in his interaction with students who tend to misbehave in school. As future educators, some of us thought the character could be used as an inspiration to be down-to-earth and be a one-on-one instead of a group type of teacher. Some of us found the film to be a heuristic in asking critical questions about educational institutions. In particular, one of us thought that the UK situation is not too dire as the US, because of the problems with drug dealing and misbehaviour that has not been observed in the UK as much as in the US.
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One of the particularly disturbing parts of the movie is the scene wherein a large group of students were summarily removed from the institution, apparently without any further assistance outside of school in the form of support from the government. Some responded with the idea that people can only receive the help that they themselves ask for. Some students thought that the film glamourised the principal's approach improving the school. We also noted that the test scores seems too all-important, to the point that the state (in the form of the principal's incarceration) could be disposed of after receiving proof of the students' passing score. Some wondered about whether it only takes the agency of the principal or also whether the state's intervention could help the students.

Discussion of reading (Lehmann, W):
The following questions guided our discussion of the reading. We also related the questions to our personal choices and decisions in HE.

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Discussion:
Brick in the Wall by Pink Floyd - emphasises the role of school as an institution that equips people with educational achievement but questions the type of education endorsed as something that encourages the reinscription of social inequality
personalities who became successful in many ways including in education, sports and politics
- brief consideration of how these individuals' backgrounds and their educational stigma and experiences
- brief discussion of some of students' own experiences and aspirations in education

Debate: Structure vs Agency

Structure
- structure as enabling agency
- rules in place provide cultural frameworks that enable individuals to function optimally in society
- Sophia' input: 'glass ceiling', 'glass floor' and 'social closure' limit the individual from breaking the barriers set by ascriptive circumstances handed down from earlier generations

Agency
- agency allows for freedom in shaping one's own character
- individual talents are used in spite of conventional systems in place
- agentive actions inspire others to use their own agency in turn

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- The notion of personal agency was identified as important in achieving academic success as defined by degrees and school achievement
- Differences in behaviour between people from various ethnic and racial background are linked to how they view education and consequently in the choices they make in further and higher education

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Eleni, Abi and Bronwyn
- financial advantage seems to provide more opportunities for education (e.g. school trips)
- socioeconomic advantage of getting access to enabling networks that provide opportunities for gaining even more social and financial leverage (e.g. contacts, referees)
- government policies can influence class inequalities (e.g. welfare benefits such as health services)

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Sam, Kim and Helen
- interesting that inequalities between boys and girls seem to get inverted when considering gender pay gap
- caveat: girls are also disadvantaged
- The group made some very insightful links between gender and social inequalities, and paid particular attention to how social disadvantages can begin at school level and progress until working age.