jueves, 18 de noviembre de 2010

Michael Apple on ideology in curriculum

Here he describes the way in which education works selectively to exclude certain groups:

Schools do not only control people; they also help control meaning. Since they preserve and distribute what is perceived to be ‘legitimate knowledge’—the knowledge that ‘we all must have,’ schools confer cultural legitimacy on the knowledge of specific groups. But this is not all, for the ability of a group to make its knowledge into ‘knowledge for all’ is related to that group’s power in the larger political and economic arena. Power and culture, then, need to be seen, not as static entities with no connection to each other, but as attributes of existing economic relations in a society. They are dialectically interwoven so that economic power and control is interconnected with cultural power and control …

Two things have been central to this approach, so far. First, it sees schools as caught up in a nexus of other institutions—political, economic, and cultural—that are basically unequal. That is, schools exist through their relations to other more powerful institutions, institutions that are combined in such a way as to generate structural inequalities of power and access to resources. Second, these inequalities are reinforced and reproduced by schools (though not by them alone, of course). Through their curricular, pedagogical, and evaluative activities in day-to-day life in classrooms, schools play a significant role in preserving if not generating these inequalities …

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