How Conflict Perspective and Structuralist Theory Formed My Identity as a Learner - Essay Example

INTRODUCTION This assignment is an attempt to understand the present, past and future of my learning identity. I have identified myself as a constant learner. However, in this respect, it is essential that I understand and establish the path through which I have emerged as a learner, my motivations to pursue the same, the past which is associated therein and several such realizations which when integrated which the theoretical concepts of sociology and other pedagogic devices, can result into an overall development of my cognizance as a ‘learning individual’ or a ‘learning adult’. It is imperative to understand sociology of education because it is a study of the relationship between society and education and each of these views are diverse in themselves (Jureidini & Poole, 2003). Also, before proceeding with education, it is first important to understand ‘the nature of society’ and ‘how best to gain knowledge about it’. This assignment gradually moves from an analysis of my learner identity in past and my decision to leave formal education, the various options considered by me for further education and the factors which motivated me to take up education as an adult. Also, my future perceptions of myself as a learner and the underlying elements which drive the same have also been highlighted. LEARNING HISTORY While understanding learning history, the premises of Adult and Vocational education solicits a prime attention. Its roots go way back into the past when Colleges and training institutions were established in Australia through local funding (Fooks, 1994). The trade education gradually evolved into Adult community education with strong linkages with developmental as well as political objectives (Watson, Wheelahan and Chapman, 2002). Identity as a Learner My formal academic education in school indeed has formed a major part of my identity as a learner. The learning was more focused on mastering the theoretical concepts rather than its practical implications (Moodie, 2002). As rightly pointed out by John Dewey, mere theoretical education is incomplete and the factors which shape the imparting of academic and vocational education are the distinction between working class and wealthy class. This is because; it was argued that wealthy classes can afford the pursuit of liberal/ academic education as against the practical / vocational education which becomes imperative for working class people for their survival. Being from a well-to-do family, my learner identity was inclined towards academic interests in school rather than vocational. It was in a way, a demonstration of power and hierarchy that determined which type of education – general/ academic or vocational education would prevail (Braverman, 1974). Thus the major thrust of my school education was on memorizing concepts and making assumptions; and not on practicing the studied concepts in reality. Formal Education After a certain point in time during graduation, it was a self realization that the education imparted through formal pedagogy was rigid and did not suffice my understanding of the real world. How much ever I tried the application of the studied concepts, the same was too hypothetical to find a place in corporeal world. There was a strong sense of ‘Structuralist’ theory where the education was broadly categorized through social structures, social institutions and social trends. The ‘Structural functionalism’ is the one most closely associated, which provides a cultural framework for explaining structures in society. This is characterized by standardized tests and education goals inspired by the broader community and not the student interests (Haralambos et al, 1996). This aspiration to overcome a relay of external power relations and being able to contribute in substance to the world around made me give up the ‘formal academic training’. The power relations can also be explained in terms of ‘The Conflict Perspective’ which does indeed highlight the competing social classes (Morais and Neves, 2001). The difference laid in the structure of curriculum and pedagogy (Bernstein, 2000). The other major factors considered while taking the decision were Knowledge and Skill, both of which are equally important in order to have a holistic development as a learner and therefore a curriculum which ensures the same was my inclination. The ‘Symbolic Interactionism’ perspective rightly points out that society can be best understood through understanding of individual actions which can be brought about by a focus on social interaction (Blumer, 1969). However, this interaction is not greatly facilitated by formal education and hence my motivation to move away from it. Options Perceived The options available to me while deciding my advent towards next step of education was selecting a curriculum which was weakly framed and where students have the freedom or a greater power to control their own learning process. While the same is possible in both academic as well as vocational training, the option of continuing academic training was already closed, given my aspiration to connect to the tangible world around and contribute significantly towards it. Thus, while considering the options available to pursue skills training, the self analysis of the type of knowledge I was dealing with was my initial concern (Bernstein, 2000). I did realize that my capacity to recognize the nature of knowledge being studied is to a large extent dependent upon my experience beyond education and my determination towards my knowledge selection. I had decided to do my best to analyze myself according and free myself from biases of my previous education. The options available were also in terms of pursuing education in an area of personal interest or for professional growth. In this regard, a strong relationship between knowledge economy and overall skill (Cully, 2003) has redirected me towards acquiring skills for professional practice through vocational training. Study as an Adult As illustrated already, my strong yearning to undergo training which provides skill as well as knowledge; was my motivation to resume studies as an adult. More so because as an adult I am more mature to understand the premises of education beyond grades and theoretical learning or memorizing. I also realized that it is not possible to reproduce an entire genre of study in even an adult or vocational curriculum and therefore as Bernstein argues a process of selection and translation is resorted to, commonly known as recontextualising. However, this selection is definitely done keeping in mind the assumption of fulfilling what is important to students, their knowledge, what they want to do and above all their nature as human being. Thus, my basic interest to return back as a learner in my adulthood, is the anticipation to learn based on the two underpinning concepts of recontextualising principle namely (Bernstein, 2000): Competence (An attempt to help students relies their hidden creative potentials and overcome teacher-controlled knowledge imparting) and Performance (This concept is more towards strengthening the external qualities of a student for e.g. a field of choice already being pursued). Moreover, expectations for both technical and generic knowledge and skills so as to be able to contribute to the new era of production of knowledge (Kearns, 2001) motivate me even further to take up education once again. My future as a learner It has been a long drawn realization that I intend to continue to learn and strengthen my knowledge base and often diversifying the already existing pool of knowledge and assumptions. However, in determining my motive or drive to achieve the same, several factors will play an important role. The major factors that could be identified are Self motivation (my inner or intrinsic optimism and aspiration to continue learning), Family (the support, space and encouragement to be required from my family to continue my learning), Employer (the relation between my learning and implementation towards my practice to a certain extent would be my employer’s interest and therefore result in motivating them to support me), Government bodies (the policies framed so as to affect the education industry on the whole ), and Unions & Teachers (the pedagogic choices made by educators and teachers will have an impact on the future of a learner to a large extent). Other factors like globalization meaning an increased flow of trade, money, goods etc. due to boundary less geographies (Held and Mcgrew, 2000) due to which the nature of work changes, and changing society and increased risk (reflexive modernization) as put forth by Beck, Giddens and Lash, 1994, also would impact my future learning trajectory. Although globalization is a new phenomenon and routine work is still the characteristics of many workers (Hall, Buchanan and Considine, 2002), globalization would have deep rooted impacts because it is not only an economic process but also a social and cultural transformation (Marginson, 1994). This globalization has further led to the emergence of knowledge-work wherein emphasis on generation of knowledge and technical know-how has taken precedence over traditional manufacturing. Thus, being responsive and have a restructuring in the organization will have a major impact on my future learning process. As also supported by ‘The Post-Modernism’ perspective, the idea of progress shapes the idea of the society (Giddens, 1993), therefore one should obtain knowledge of society through understanding of various viewpoints of the groups existing within this society. CONCLUSION The assignment has therefore been an attempt to exemplify the relation between my history as a learner, the various milestones associated with it and the various sociological interpretations studied widely. It can be very well deduced from the assignment that the changing trends in education and training has its roots in fast paced globalization and modernization of society which is taking place. However, having done with my formal academics (where prime emphasis was on theoretical learning and the education was driven by social classes), the realization that I now want to pursue a vocational training as an adult has been a choice made based upon my experience on gaining knowledge. The formal education can be aptly described by two major sociological perspectives such as the ‘Structural functionalism’, where the entire curriculum is highly monitored and ‘Conflict perspective’ where the education system is driven by a relay of power relations. The need to have a less structured pedagogy and a more realistic one has been my motivation to tread upon this path of pursuing vocational training. Moreover, I will look forward to make my contribution towards vocational training as a teacher so as to pass on the benefits I perceive and acquire from the same. I strongly believe in championing the ability to move beyond social structures and pursue education not for social achievement but for personal satisfaction and enrichment. I have realized that learning can truly be meaningful only if free from all bondages and expectations. CRITICAL REFLECTION The assignment has brought about a better realization of my strong towards formal education and vocational training. As with everybody, I did undergo formal academics as a student, but never studied the deep associations it had with powers classes in society or never understood the sociology between the structures followed therein. Working towards this assignment, I have read through the several sociological perspectives and how they have defined and explained the education system prevailing at present. This study has indeed created a strong desire within me to popularize the study through vocational training because it lays less emphasis on the content of the study and more on the student’s creativity, their understanding of the concept and their interest towards a field or area of their choice. The first step towards this assignment was a study of the existing education system and sociological perspectives defined. The analysis of changing world scenario and upcoming globalization effects were carried out to better understand the needs at present and the anticipated future requirement. I gradually realized that the study of all these concepts was closely related to my experience as a student in past as well as my aspiration as a future learner. If I carry out another such study, I would also attempt to have a feedback of my counterparts and students who have now undergoing formal education to reach to a better conclusion on what a majority of population perceives about vocational and theoretical academic training. In that case, the findings can be more objectively put forth and argued. According to me, the strongest part of my assignment is the comparisons and analogies I could draw between my experience as a student and the theories which exist in this regard. I could very well relate my experience as a student under ‘formal training’ system in school to the rigid ideologies towards education which were described as being prevalent in society. However, I realize that in order to fully understand the distinct sociological perspectives, which are quite intricate in themselves, a lot of research and reading is required. Therefore, the limitation of this assignment is that going through a few readings on the concepts of sociology is insufficient to muster a total understanding. A lot more in depth and diversified study of the same is required to be carried out so as to better understand the ideas underpinning these concepts. Read More