Course Title:

The Teacher and the

Community, School
Culture and
Organizational
Leadership
Course Title: The Teacher and the Community, School Culture 2. Education has meaning and function to the extent that it
and Organizational Leadership is relevant to the society within which it exists.
3. The teaching profession has function only to the extent
Course Description: This course focuses on society as a context that it is able to fulfill the needs of the society and
upon which the schools have been contribute to the development of people in the society.
established. Educational philosophies that
are related to the society as a foundation The Social Science Theories of Education
of schools and schooling shall be Education and Society
emphasized. Further, principles and Education and schooling are found within the context of
theories on school culture, and society. Schools exist within social context and any change
organizational leadership shall be included
within schools in terms of educational aims, goals, and objectives
to prepare prospective teachers to become
school leaders and managers. including its contents are always in relation to societal changes.
Society and schools are interdependent and provide bi-
Course Objectives: directional influence to each other. Sociology as a science
Course Credits: 3 units provides theories, concepts and principles that help us better
Contact Hours: 3 hours/week understand theories and principles that help shape and guide
education. Education on the other hand through its curriculum
The Teacher trains and educate the people with the necessary
The Learner
knowledge, skills, values and attitudes that The School and
are necessary for its its Curriculum
The Teaching Community (What to teach?
continued How to teach?
The Community Local
maintenance, Community
The State growth and National
development.
International/Gl
obal

Point for Reflection:

1. A teacher cannot separate himself/herself from the
community of which s/he is a part. S/he together with
his/her teaching profession has a social dimension.
Three Social Science Theories that provides models of examining Dahrendorf describes society as with two faces – consensus and
society which in turn provides the bases for educational changes. conflict and that sociological theory should be divided into
SCHOOL two parts – consensus theory and conflict theory.
The school through its
curriculum trains and develops students into a set of relevant knowledge,Consensus is defined as the widespread agreement among all
skills, values
and attitudes. members of a particular society. Consensus Theories view shared
Depends on schools
norms and values as fundamental to society. It is the people’
for the training and development of people and what it requires of its needed human
shared norms and values that ensure the order, peace and
resource in terms of
stability in the society. Consensus theories focus on social order
based on tacit or implied agreements. Any change that happens
in a society is slow, gradual, and orderly.
PHILIPPINE SOCIETY In Consensus Theory, the emphasis is on social order, stability or
social regulation. The theory is concerned with the maintenance
Dahrendorf (in Vega INTERNATIONAL
o, COMMUNITY or continuation of social order in society in relation to accepted
& Carreon, 2015,p.2)
The country participates, adapts and contributes to the global change by sending
norms,orvalues,
allowing its people
rules free movement/
and regulations access
as widely to social-economic
accepted or held cult
, collectively by the society. It emerged out of social order, social
stability or social regulation.

While, conflict is a disagreement or clash between opposing

Structural ideas, principles or people that may be covert or overt. Conflict
Functionalism theories emphasize the dominance of some social groups over
others. Social order is the result of the dominance and
manipulation of the strong groups over the weak. Social change
is seen as occurring rapidly and disorderly as the subordinate
group tries to overthrow the dominant group, (Ritzer in Vega, et
Consensus Social al., 2015, p. 2). Horton and Hunt (1984 in Vega, et al. 2015,)
Interactionism
and Conflict Science Theories of Education argued that the focus of the conflict theory is the heterogeneous
nature of society and the disparity, inequality in the distribution
Theory
of political and social power. Groups that have vested interest,
and with political, social, and economic power wok for rules and
laws, that serve their own
interests, to be passed to the exclusion of others. A struggle Conflict Model (Based on Javier, et al Model 2002, in Vega
between the two social classes – the dominant and the 2015,p.3)
dominated; the powerful and the powerless- occurs.

The discussion of the conflict theory is on the emergence of

conflict and what causes it. The theory emerges out of the
unequal social- patterns of
incompatible aspects of human society; its conflicts, crisis and reorganization
political-
inequality
economic
in the
structures
distribution of scarce resources
conflict
social change. Conflict Theorists are interested in how social and change
institutions – family, government, religion, education, economic
institutions and the media – may help to maintain the power and
privileges of some groups and keep others in a subservient or
subordinate position. They advocate for social change resulting
from the redistribution resources. In that sense, people who
support conflict theories are viewed as radicals and social
activists, (Ballantine & Spade in Vega, et al. 2015, p.2). Karl Marx argued that society is characterized by class conflicts or
the conflict between the bourgeoisie (the rich owners of
Conflict Theory and Education production) and the proletariat (the poor workers or working
class). From this class struggle or class conflict, interpreters of
Issue for Conflict Theory in the Context of Education: the theory posit that social change may emerge from this
conflict.
How do schools contribute to the unequal distribution of people
into jobs in society so that more powerful members of society On the issue of the role of schools in maintaining the dominance
maintain the best positions and the less powerful groups are of the powerful over the powerless, Max Weber argued that
allocated to lower ranks in society? schools teach and maintain particular “status cultures” through
What is the role of education in maintaining the prestige, social- which groups in society with similar interests and positions in the
political-economic power and position of the dominant group status hierarchy are able to maintain their status, their power,
while maintaining the lower social position and status of the their dominance. Schools are often seen as rather homogenous
dominated-subservient group? in their composition of students and they teach to those students
thus perpetuating that “status culture”.
Points for Reflection: 2. Goal Attainment. A system must define and achieve its
1. Schools for the Rich and Schools for the Poor and how it primary goals.
perpetuates and even farther the gap between the rich 3. Integration. A system must regulate the interrelationship
and the poor of its component parts. It must also manage the
relationship among the other 3 functional imperatives
2. How can education address the class divide? (adaptation, goal attainment, and latency).
4. Latency or Pattern Maintenance. A system must furnish,
maintain and renew both the motivation of individuals
3. Examine the Philippine Society:
and the cultural patterns that create and sustain the
motivation.
a. Using the lens of Conflict Theory and identify
issues and concerns resulting from conflicts; The General Structure of Action System by George Ritz, (2000 in
i. What knowledge, skills, values and Vega, et al. 2015, p.5) is presented below.
attitudes must be integrated in school
curriculum or program to address those
concerns?
b. Using the lens of Consensus Theory, identify the Cultural Social
shared beliefs and values of people that provide System System
stability and order in society and therefore must
be strengthened in schools.

Structural Functionalism
Structural Functionalism states that society is made up of various Action Personality
institutions that work together in cooperation. Institutions are System System
viewed as Action Systems.

Talcott Parsons’ Structural Functionalism includes 4 Functional Action System is the behavioral organism that handles the
Imperatives for all action systems. Those imperatives are: adaptation function by adjusting to and transforming the
1. Adaptation. A system must cope with external situational external world.
exigencies. It must adapt to its environment and adapt
environment to its needs.
Personality System performs the goal-attainment function by 2. Interaction
defining system goals and mobilizing resources to attain them. 3. Physical or environmental aspect
4. Motivation towards the optimization of
Social System copes with the integration function by controlling gratification
its component parts. 5. Relation to situation and each other is defined and
mediated by a system of culturally-structured and
Cultural System performs the latency function by providing shared symbols.
actors with the norms and values that motivate them for action.
Parson was not only interested in the structural components of
Assumptions of Structural Functionalism the social system, but he was also interested in examining the
1. Systems have the property of order and interdependence function of social systems. It is believed that systems exist
of parts. because they are able to meet the needs of society in its
2. Systems tend toward self-maintaining order, or particular situations. Parsons listed the Functional Requisites of a
equilibrium. Social System:
3. The system may be static or involved in an ordered 1. Social system must be structured so that they operate
process of change. compatibly with other systems.
4. The nature of one part of the system has an impact on 2. To survive, the social system must have the requisites from
the form that the other parts can take. other systems.
5. Systems maintain boundaries with their environments. 3. The system must meet a significant proportion of the needs
6. Allocation and integration are two fundamental processes of its actors.
necessary for a given state of equilibrium of a system. 4. The system must elicit adequate participation from its
7. Systems tend toward self-maintenance involving the members.
maintenance of the relationships of parts to the whole, 5. It must have at least a minimum of control over potentially
control of environmental variations, and control of disruptive behavior.
tendencies to change the system from within. 6. If conflict becomes sufficiently disruptive, it must be
controlled.
Parson’s conception of the social system begins at the micro- 7. A social system requires a language in order to survive.
level with the interaction between the ego and alter ego which
he identified as the most elementary form of the social system. A Functionalist explains that a society assumes a particular form
social system consists of the following: because that form works well for the society and develops
1. Individual actors certain characteristics because those characteristics meets the
needs of
that society. The key principles of the functionalist perspective
as identified by Farley (in Vega et al. 2015, p.6): The structural functional model addresses the question of social
1. Interdependence. This is one of the most important organization and how it is maintained, (Durkheim & Spencer in
principles of the functionalist theory – society is made up Vega, et al., 2015, p.8). It has its roots in Natural Science and the
of interdependent parts and that every part of society is analogy between a society and an organization. In the analysis of
dependent to some extent on other parts of society. living organisms, the task of the scientists is to identify the
What happens in one affects the other parts. various parts (structures) and determine how they work
(function). In the study of society, a sociologist tries to identify
2. Functions of Social Structure and Culture. It is assumed the structures of society and how they function, thus the name,
that each part of the social system exists because it STRUCTURAL FUNCTIONALISM.
serves some function. This idea is applied to both the The component parts of social structure are:
social structure and culture. 1. Families
a. Social Structure refers to the organization of society, 2. Neighborhood
including its institutions, its social positions, and its 3. Associations
distribution of resources. 4. Schools
b. Culture refers to a set of beliefs, language, rules, values, 5. churches
and knowledge held in common by members of a 6. banks
society. 7. countries, etc.

3. Consensus and Cooperation. Societies have a tendency Functionalism

toward consensus, to have certain basic values that  stresses interdependence of the social system
nearly everyone in the society agrees upon. Societies  examines how parts are integrated with each other
tend toward consensus in order to achieve cooperation.  compares society with a machine, where on part
Inability to cooperate will paralyze the society and articulates with another to produce the dynamic energy
people will have to devote a great effort to fighting one required to make the society work
another rather than getting anything done.  stresses the processes that maintain social order by
stressing consensus and agreement
4. Equilibrium. Equilibrium is a characteristic of society that  understands that change is inevitable and underscores
has achieved the form that is best adapted to its the evolutionary nature of change
situation. When society has reached a state of balance or
equilibrium, it will remain in that condition until it is
forced to change by some new condition.
  acknowledges that conflict between groups exists, work skills, they also teach students how to learn so they may
functionalism believe that without a common bond to adapt to new work roles and requirements.
unite groups, society will integrate
 Functionalism examines the social processes necessary to Functionalist and Conflict Theories have been criticized as being
the establishment and maintenance of social order, highly abstract and whose emphases are on social structure and
(Ballantine & Spade in Vega, et al., 2015, p.8). processes which are at a macro-level. Critics of conflict and
functionalist theories argued that while those two levels of
Structural Functionalism analysis helps us to understand education in the big picture or at
 Emphasizes social order and social stability and not social a macro level, they hardly provide us with an interpretable
conflict snapshot of what schools are like on a day-to-day basis, or what
 Explains that society is made up of different institutions transpires in the classroom between teacher and students and
or organizations that work together in cooperation – to between students and students. Thus a theory which focuses on
achieve their orderly relationship and to maintain social micro-level of analysis has emerged, (Vega, et al. 2015).
order and social stability. The maintenance of society
emanates from internal rules, norms, values, and Interactionist Theories
regulations of these various ordered institutions.
Interactionist Theories attempt to make the commonplace,
Modern Functionalist Theories of education have their origin in strange by noticing, focusing their attention and observing the
the work of Talcott Parsons (Ballantine & Spade in Vega, et al. everyday-taken-for-granted behaviors and interactions between
2015). Parsons believe that education is a vital part of a modern students and students, and between teachers and students. It is
society. Schooling performs an important function in the what conflict and functionalist theories do not notice, do not
development and maintenance of a modern, democratic focus their attention to, do not question that is most problematic
society, especially with regard to equality of opportunity for all to the interactionists.
citizens. In modern societies, education is the key institution in a
meritocratic selection process. Provide examples here.

Education also plays a significant function in a political Symbolic Interactionism

democracy. Schools provide citizens with the knowledge and Interactionist Theory is traced back to the works of
dispositions to participate actively in civic life. In an ever sociologists George Herbert Mead and Charles Horton Cooley.
increasingly technical society, schools provide students with the They examined the ways in which the individual is related to
skills and dispositions to work in such a society. Although society through ongoing social interactions. This school of
schools teach students specific
thought, known as Social Interactionism, views the self as 3. In social interaction, people learn the meanings and
socially constructed in relation to social forces and structures symbols that allow them to exercise their distinct capacity
and the product of ongoing negotiations of meanings. Thus, the for human thought.
social self is an active product of human agency rather than a 4. Meanings and symbols allow people to carry on
deterministic product of social structure. The social self is a distinctively human action and interaction.
result of social interaction mediated by symbols, in particular, 5. People are able to modify or alter the meanings and
language. The distinctive attributes of human behavior is viewed symbols they use in action and interaction on the basis of
as the result of individuals’ participation in varying types of social their interpretation of the situation.
structures which in turn is dependent on the existence of 6. People are able to make these modifications and
language behavior. Symbolic Interactionism is not only interested alterations, because, in part, of their ability to interact
in socialization but also in interaction. Interaction is significant in with themselves, which allows them to examine possible
terms of (a) development of one’s ability to think, and (b) courses of action, assess their relative advantages and
development of one’s ability to express what s/he thinks. All disadvantages, and then choose one.
types of interaction, not just interaction during socialization, 7. The intertwined patterns of actions and interactions make
refine our ability to think which in turn shapes the interaction up groups and societies.
process.
Symbolic Interactionism is based on the following premises by
Social Interactions Ability to think Mead:
1. People act toward the things they encounter on the basis
However, not all forms of social interactions require mental of what those things mean to them. The word things refer
processing or will involve our ability to think. They are Non- not only to objects but to people, activities, and situations
Symbolic Interaction or in the term used by George Herbert as well.
Mead, the conversation of gestures which does not involve 2. We learn what things are by observing how other people
thinking. Blumer made the differentiation between those two respond to them through social interaction.
basic forms of social interaction, namely (1) non-symbolic 3. As a result of ongoing interaction, the sounds (or words),
interaction which does not involve thinking, and (2) symbolic gestures, facial expressions, and body postures we use in
interaction which require mental processing, (Vega, et al. 2015, dealing with others acquire symbolic meanings that are
p.11). shared by people who belong to the same culture.
Example: The handshake, a symbolic gesture which is not
Principles of Symbolic Interactionism simply a mutual grasping of hands, palms, fingers but
1. Human beings, unlike lower animals, are endowed with a conveys the symbolic gesture of greetings among
capacity for thought. Filipinos.
2. The capacity for thought is shaped by social interaction.
 himself/herself. Cooley explained that we use other people as a
The importance of thinking to symbolic interactionists is reflected mirror into which we look to see what we are like, (Farley in
in their views on objects. According to Blumer, there are three Vega, et al., 2015, p.12).
types of objects:
1. Physical objects – chair, tree, Vans shoes Questions for Reflection:
2. Social objects – student, mother, boyfriend, 1. Who are you in the eyes and words of other people?
girlfriend a. Do you accept your own self-image as presented
3. Abstract objects – such as ideas or moral to you by others without question?
principles (All human beings are created by God b. Do you like what you see in the mirror?
and therefore everybody must be given equal 2. What is your interpretation of the following and reflect on
rights and must be treated with respect and the effects of your interpretation on your behavior?
dignity.) a. A kind-hearted teacher
b. A teacher known for failing students; or a teacher
Objects are seen simply as out there in the real word. What is known for passing all students despite absences
important is the way they are defined or interpreted by the and failing quizzes and exams
individuals experiencing those objects. Such interpretations lead c. A classmate who is very active in class
to a relativistic view that objects may have different meanings for d. A classmate who smokes and into
different individuals. Example: a shoe for a shoemaker may be his fraternity/sorority
source of livelihood or an expression of his artistic talent; a shoe
for a poor kid may be a source of frustration for not owning a From: Vega, V.A., Prieto, N.G. & Carreon, M.L. (2015). Social
pair; a shoe for a teenager may be a source of pride, a status Dimensions of Education. Q.C.: Lorimar Publishing,
symbol. Inc.

Related to the idea of the self as a social construct is the concept Socio-Cultural Phenomenon Influencing Education
of the looking glass self put forward by early symbolic
interactionist theorist, Charles Horton Cooley. The concept of Multiculturalism
the looking glass self suggests that we come to develop an
understanding of who we are and who we are not, a self- Multiculturalism is the phenomenon of multiple groups of
definition, on the basis of the words or actions of others towards cultures existing within one society largely due to the arrival of
us. The looking glass self forwards the idea We see ourselves as immigrants. The term is often used to describe societies,
others see us. A student may acquire the idea that s/he is smart especially nations, which have many distinct cultural
or dumb, likeable or unlikeable, pretty or ugly from what others groups resulting from
tell him/her; or how others make him/her feel about
immigration. The presence of many cultural groups in a society 3. Programmatic-Political when the word refers to the
can lead to anxiety about the stability of national identity, but it specific policies developed to respond to and manage
can also lead to cultural exchanges that can bring benefits to the ethnic diversity.
cultural groups. When different cultural groups collaborate with
each other, they can accomplish many great works in literature, Multiculturalism and Multicultural Education
arts, philosophy, technology, fashion and all other human Multiculturalism refers to the evolution of cultural diversity
endeavors that celebrate the richness of the talents and within a jurisdiction introduced by its selection policies and
intelligence of humanity. institutionalized by its settlement policies. With the evolving and
growing presence of diverse cultural groups in a society, there
Multiculturalism is also defined as a policy that emphasizes the arise the need for Multicultural Education which is an emerging
unique characteristics of different cultures, especially as they discipline whose aim is to create equal educational opportunities
relate to one another in receiving nations. Multiculturalism is a from diverse racial, ethnic, social class and cultural groups. It
systematic and comprehensive response to cultural and ethnic supports the idea that students and their cultural backgrounds
diversity, with educational, linguistic, economic and social and experiences should be the center of their education and that
components, and specific institutional mechanisms. learning should occur in a familiar contact that attends to
Multiculturalism is viewed as a model of democratic-policy- multiple ways of thinking.
response to culture and ethnic diversity because it corresponds
to the ideal of culture of peace based on respect of diversity, as Multicultural education is a tool for establishing pride and
well as universally shared values and norms. confidence among students in their unique and special
backgrounds. This theory concentrates on the need of including
3 Interrelated Referents of Multiculturalism notions of race, class and diversity while teaching. According to
1. Demographic-Descriptive when the word multicultural James Banks (in Vega, et al. 2015), the goal of multicultural
refers to the existence of linguistically, culturally, and education is to transform the school so that male and female
ethnically diverse segments in the population of a society students, exceptional students, and students from diverse
or state. cultural, social class, racial and ethnic groups experience an equal
2. Ideological-Normative when the word refers to the opportunity to learn. A key assumption of multicultural
management and organization of governmental education is that students are more likely to achieve when the
responses to ethnic diversity (assimilationism, total classroom climate is more consistent with their diverse
differentialism and its extreme forms of exclusion, cultures and learning styles.
apartheid, ethnic cleansing, and genocide).
Other goals of Multicultural Education:
  To help all students acquire knowledge, attitudes, and solving related problems; promotes decision-making and
skills needed to function effectively in pluralistic social action in order to achieve multicultural goals and a
democratic society and to interact, negotiate, and more vibrant democracy, (Sadker & Sadker in Vega, et al.
communicate with peoples from diverse groups in order 2015).
to create a civic and moral community that works for the
common good.  Multicultural education is grounded on the ideals of social
 To help students acquire the knowledge and justice, education equity, and a dedication to facilitating
commitments needed to make reflective decisions and to educational experiences in which all students reach their
take personal, social, civic action to promote democracy full potential as learners and as socially aware and active
and democratic living. beings, locally, nationally, and globally.
 Related goal, is to help all students develop more positive  Multicultural education acknowledges that schools are
attitudes towards different racial, ethnic, cultural, and essential to laying the foundation for the transformation
religious groups. of society and the elimination of oppression and injustice.
 Multicultural education is a progressive approach for
4 Approaches to accomplish the goals of Multicultural Education transforming education that holistically critiques and
1. Contributions Approach. Ethnic heroes and holidays are addresses current shortcomings, failings and
included in the curriculum. Heroes, holidays, and food discriminatory practices in education.
become a special focus on a particular day; recognizing  Interdisciplinary approach
the contributions of various groups.
2. Additive Approach. A unit or course in incorporated (a
unit on women in history), but no substantial change is Ideals Underpinning Multicultural Education
made to the curriculum as a whole. Special units and
 Every student must have an equal opportunity to achieve
topics about various groups are added to, but do not his/her full potential.
fundamentally alter the curriculum.
 Every student must be prepared to competently
3. Transformation Approach. Students are taught to view
participate in an increasingly intercultural society.
events and issues from diverse ethnic and cultural
 Teachers must be prepared to effectively facilitate
perspectives. Curriculum is changed, so that students see
learning for every individual student, no matter how
the world from the different perspective of various
culturally similar or different form themselves.
groups.
 Schools must be active participants in ending oppression
4. Social Action Approach. Going beyond transformation
of all types, first, by ending oppression within their own
approach, students not only learn to view issues from
multiple perspectives but also become directly involved in
 walls, then, by producing socially and critically active and students develop more positive intergroup attitudes if
aware students. certain conditions exist in the teaching situation. These
 Education must become fully student-centered and conditions include positive images of the ethnic groups in
inclusive of the voices and experiences of the students. the materials and the use of the multiethnic materials in a
 Educators, activists and others must take a more active consistent and sequential way.
role in reexamining all educational practices and how
they affect the learning of all students; testing methods, 4. Equity Pedagogy exists when teachers modify their
teaching approaches, evaluation and assessment, school teaching in ways that will facilitate the academic
psychology, and counseling. achievement of students from diverse racial, cultural, and
social class groups.
Dimensions of Multicultural Education, (Banks, 1997 in Vega, et
al. 2015) 5. Empowering School Culture and Social Structure. This is
1. Content Integration – deals with the extent to which created when the culture and organization of the school
teachers sue examples and content from a variety of are transformed in ways that enable students from
culture and groups to illustrate key concepts, diverse racial, ethnic, and gender groups to experience
generalizations, and issues within their subject area or equality and equal status.
disciplines.
Culturally-Responsive Teaching acknowledges cultural diversity in
2. Knowledge Construction Process – describes how classrooms and accommodates this diversity in instruction by: (1)
teachers help students understand, investigate and recognizing and accepting student diversity, it communicates
determine how the biases, frames of reference, and that all students are welcome and valued as human beings; (2)
perspectives within a discipline influence the ways in building on students’ cultural backgrounds, culturally-responsive
which knowledge is constructed within it. Students also teaching communicates positive images about the students’ home
learn how to build knowledge themselves in this cultures; and (3) being responsive to different learning styles,
dimension. culturally- responsive teaching, builds on students’ strengths and
uses these to help students learn.
3. Prejudice Reduction. It describes lessons and activities
used by teachers to help students develop positive Culturally-responsive instruction covers areas related to:
attitudes toward different racial, ethnic, and cultural 1. Inclusive content in the curriculum that reflects the
groups. Lessons, units and teaching materials that include diversity of society. Students from diverse backgrounds
content about different racial and ethnic groups can help see themselves and their experiences in the curriculum.
 2. Students’ prior knowledge, including their culture and
language.
3. The idea that culture is central to student learning
because there is no strong evidence that culture practices
affect the thinking process.

Culturally-responsive teaching encompasses the following

elements:
1. Communication of high expectations
2. Active teaching methods that promote student
engagement
3. Teacher as facilitator
4. Positive perspectives on parents and families of culturally
and linguistically diverse students
5. Cultural sensitivity
6. Reshaping the curriculum so that it is culturally
responsive to the background of students
7. Culturally mediated instruction that is characterized by
the use of culturally mediated cognition, culturally
appropriate social situations for learning, and culturally
valued knowledge in curriculum content
8. Small group instruction and academically-related
discourse