conflict theory and its educational implications

1. Polytechnicalism – MarxConflictTheory – WeberSocialReconstructionism- Freire Ümit Ünsal KAYA

4. In Marx’s time the oppressors were the wealth owners of the means of production (the bourgeoisie) and the oppressed were the working class (the proletariat).

5. The ruling class always develops ideologies to justify and legitimize their exploitation.

7. This would set the stage for revolution.

8. Accordingtohim, ECONOMICS is thesource of socialchange. Do you believe there are other factors or motivatorsthatcausesocial change? Whatarethey?

9. Karl Marx: “the engine of human history isclassconflict.” “Eventually socialism would emergeandthencommunism.” He didn’tanticipate the large middleclass. Marxwasthefirstsociologisttohighlighttheconflictswithinsocietyrather than focus on how all is “workingtogether”. What would be examples ofconflicts, where the parts may NOT be workingtogether?

11. fromtheproduct

12. from his or her ‘species essence’ as a human being

13. BetweenworkersMarx also put emphasis on the role of religion in the alienation process, independently from his famous quote on the opium of the masses.

14. What is Polytechnicalism? According to Marx, polytechnical education provides familiarity with the general scientific principles of all the production processes and, at the same time, it teaches children and adolescents practical skills which makes it possible for them to operate basic tools used in all industries. Polytechnicaleducation is differentfromvocationaleducation, it precedesvocationaleducation. Firstpolytechnicaleducation, thenjobselection.

16. Polytechnical-VocationalEducation in Turkeynow? (Anadolu) Meslek Liseleri (Öğretmen, İmam-Hatip..) (Anadolu) Teknik Liseler Çıraklık Eğitim Merkezleri Meslek Yüksekokulları Teknik Eğitim Fakülteleri Mühendislik Fakülteleri Educationalexpansionprecedeslabor market! What is your ideal structure of vocationaleducation?

17. Religionand WEBER Weber believed that religionwas amajor force of social change notjusteconomics. Religious beliefs and practicesallowed for capitalism to emerge. – Protestantsbelievedthatworking hard, saving, and investing would bring financial success—a sign that one was favoredbyGod.

19. Weber viewed the various class divisions in society as normal, inevitable, and acceptable.

20. Conflicttheoryassumesthatlife rarely runs smoothly andconflict is a natural part ofsocialrelationships.

23. PowerElite The country is ruled by thepower elite, a groups ofindividualswhobecausetheyoccupycertaininstitutionalpositionsmakedecisionsthathavenationalconsequences. They are the most powerful peoplein commerce, politics, andthemilitary. Conflict arises over power and authority rather than justas a struggle between two classes.

24. WeberandBureaucracy? Lessnepotism (hiredforskill) Based on efficiency “Position” heldtheauthority not theindividual! Weber’sconcept of bureaucraticorganization has yielded an understanding of theschool as a formalorganization.

25. WeberversusMarx Marxofferedcureforsociety’sills but Weberprovidedonly a diagnosisandthoughtthatsocialismwould not be a cure! Weber is especiallyconcernedwiththehistoricalprocesses of secularisation, formalisationandbureaucratisation, collectivelydefined as “rationalisation”.

26. SchoolingandEducationalOpportunities Weberand his followersbelieved: thatinequality of resources in society is thesource of conflictand, thatschoolsareultimatelylinkedtothekinds of economicopportunitiesindividualshave. Is thereequality of educationalopportunity in Turkey? Whyandhow it can be implemented?

27. ConflictTheoryandEducation Schoolsplay a vital role in legitimizingtheinequalitiesandtransmittingknowledge in accordancewiththepowerelite’sinterests. Socialclassawareness, ethnicalsuperiorityandgenderdifferencearetransmittedviahiddencurriculum. Languageandculture is embeddedwithintheformalcurriculum. PowerElitecontrolstheschools, religiouscommunitiesandthemedia in ordertomaintainthesocialorder.

28. Table 6.1 Comparing Marxist and Conflict Theory on Major Concepts Concept Marxist Conflict

30. SOCIAL RECONSTRUCTIONISM Social reconstructionism is a philosophy that emphasizesthe addressing of social questions and a quest to create abetter society and worldwide democracy. Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education.

32. In his view, humans must learn to resist oppression and not become its victims, nor oppress others.

33. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression.

35. Thanks…