SOSIOLOGI PENDIDIKAN

1. SOSIOLOGI PENDIDIKAN INTERACTIONIST PERSPECTIVE Ricardi S. Adnan

2. BASIC ASSUMPTION • Structuralist, Conflict , Post Fordist, & Posmodern approaches are deterministic … they see human behaviour as directed and determined by forces beyond the control of individual. • … to interactionists, the explanation of human behaviour needs to take account of the subjective states of individuals, and the meanings that individuals attach to external simuli. • …to interactionist, your view of yourself, or self concept is produced in interaction with others (Haralambos & Holborn, 2004:751)

3. Typing the Students Teacher have limited knowledge about their new pupils as individuals. • There are three stages on typing the students: • Speculation • Elaboration • Stabilization

4. Speculations (Typing) • Their appearance • How far they conformed to discipline • Their ability and enthusiasm for work • How likeable they were • Their relationships with other students • Their personality • Whether they were deviant

5. R.C. Rist (1970) • A study of an American kindergarten, Children were permanently seated at three separate table (fast learner, middle and less able). • The teacher seemed to take account of whether the children had neat and clean appearances, and whether they were known to come from an educated family in employment … teacher was evaluating and labelling pupils on the basis of their social class not on the abilities they demonstrated in class.

6. Aaron V. Cicourel and John I Kitsuse (1971) Research in an American high School; • Counselor’s classifications of students’ ability and potential are influenced by a whole range of non academic factors such as the students; appearance, manner, and demeanor, assessment of their parents and report from teachers on their conduct and adjustment. • Social class is an important basis for classification, since the characteristic use to type a conduct problem tend to be found in students from low income backgrounds.

7. Consequence of Typing Typing • Self fulfilling propechy • Labelling

8. Stephen J. Ball, Beachside Comprehensive (1981) • At Beachside a system of banding was introduced for first year pupils (primary school). First band was supposed to contain the most able pupils and the third band the least able. • Ball found that factors other than academic criteria were influential in determining the bands in which the children were placed … whose fathers were non manual workers had the greatest chance of being placed in the top band. • Most pupils were conformist and eager when they first entered the school, but gradually the behaviour of the children began to diverge . He attributed this process to teachers’ stereotypical. • As a result of teacher expectation, different bands tended to be taught in different ways an encourages to follow different educational routes. • Ball admits that not all band two children failed. Some were able to overcome

9. Neil Keddie (1973) • Those students who were defined as bright were given greater access to highly valued knowledge • Classification and evaluations of both pupils and knowledge are socially constructed in interaction situations. • Appropriate knowledge is matched to appropriate pupils. • Results in knowledge defined as high-grade being made available to students perceived as having high ability. • It results in pupils perceived as having low ability (in practice mainly working-class pupils) actually being denied knowledge which essential for educational success.

10. Jane Elliot (maccionis, 2007, 531) As school teacher in the all white community of Riceville, Iowa carried out a simple experiment • She told to her class that children with brown eyes were smarter and worked harder than children with blue eyes . • Within half an hour, blue-eyed girl named Carol had changed from a brilliant, carefree, excited little girl to a frightened, timid, uncertain, almost person. • Not surprisingly, in the hours that followed, the browned eyed students came to life, speaking up more and performing better than they had done before.

11. Pupils subcultures • Schools usually lay down a set of standards and indicate to their pupils how they are expected to behave. • However, not all pupils are able and willing to conform to the image of ideal pupil held by teachers. If they fall to do so, pupils may well form their own subcultures which reject some values of the school. David Hargreaves (1967): pupils labelled as trouble-makers were placed in lower streams Students labelled as troublemakers tended to seek out each other’s company and within their group awarded high status to those who broke the school rules.

12. Discipline in the Classroom, Robert G. Howell, 1979 • School physical environment • Classroom interpersonal dynamics • Curriculum management • Student misbehavior and the motivation of appropriate classroom behavior • Student-teacher communication, both verbal and non-verbal • Interpersonal relationship between the teacher, and the school administration and nonteaching staffs

13. Anxiety, Robert G. Howell, 1979 • Anxiety is a word that can be used to refer to a wide variety of conditions and effects. It can be both a stimulus and a response. Above all, it can be said to be highly individualistic, with its characteristics dependent both upon the individual experiencing it and the circumstances surrounding it The causes: • Insufficient time for rest and preparation in school day • Large class size (number of type pupils) • Insufficient clerical help • Inadequate salary • Inadequate fringe benefits • Inadequacy of school facilities (restroom,etc) • Etc.

14. Consequence of anxiety anxiety • Teacher paralysis • Overreacting

15. Pupils Adaptation (Peter Woods, 1978, 1983) Pupils’ way of dealing with school life depend upon whether they accept or reject the aim of academic success and the institutional means which specify the appropriate forms of behaviour within the school. • Ingratiation: is the most positive adaptation. • Compliance is a less strong positive adaptation .. Who comply for instrumental reasons, that is in order to achieve success in their exams. • Opportunism; fluctuate between trying to gain the approval of their teachers and their peer group • Rituals are deviant to the extent that they reject the goals of education; attending school but not break school rules

16. Pupils adaptation (2) • Retreatistsreject both the goals and the means laid down by the school, but without outright rebellion. • Colonization, characterized by indifference to goals with ambivalent about means. Colonizers attach no great importance to academic success, but will try to get away with just enough to ‘keep their noses clean’ • Intransigence , they are much less afraid than colonizers to hide their deviance. • Rebellion involves the rejection of both goals and means and their replacement with alternatives

17. Basil Bernstein • The particular symbolic system is that of speech, not language. The speech form is taken as a consequence of the form social relation or put more generally, as a quality of social structure. • Socialization sensitizes the child to various orderings of society as these are made substantive in the various roles he expected to play.

18. Cultural Reproduction & Social Reproduction (Pierre Bourdieu ) • The contribution made by the educational system to reproduction of the structure of power relationship and symbolic relationship between classes, by contributing to the reproduction of the structure of the distribution of cultural capital among these classes. (Karabel, 487) • Working –class failure is the fault of education system is systematically biased towards the culture of dominant social classes; it devalues the knowledge and skills of the working class. (Haralambos, 743)