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Annotated Bibliography Jean Anyon Study

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Annotated bibliography Version V. Anyon, Jean. "Social Class and School Knowledge." Curriculum Inquiry 11.1 (1981): 3. JSTOR. Web. 3 June 2016. This study is famous in educational programs both in England (where it was conducted) and also in the United States. Jean Anyon conducted a study on social and class disparities in England’s educational system. What she found was that out of low income schools, working class, middle class, and wealthy schools, that there were very apparent disparities in these schools. Anyon proved that the educational system was in fact geared towards educating children to stay in their class system. Values, material, and even teacher attitudes were surveyed and studied and fond that all schools are not created …show more content…

"The Effect of Visitors ‘ Agendas on Museum Learning." Curator: The Museum Journal 41.2 (1998): 107-20. Web. 5 June 2016. This was a study done to attempt to understand what visitors agendas where who were coming into the museum as well as information that they retained after visits. This was done through a research strategy called Personal Meaning Mapping that measures change in understanding along four semi independent dimensions: extent, breadth, depth, and mastery. The study found that entertainment motivation was the most successful in retaining information and learning. Motivation and strategy were independent of one another and so caused some results that yield the need for more research. Education and entertainment were the key factors of motivation for visitors going to the museum which concludes that either those who were educated or those who were seeking fun wanted to go to the museum. Falk, John H. "An Identity-Centered Approach to Understanding Museum Learning." Curator: The Museum Journal 49.2 (2006): 151-66. JSTOR. Web. 5 June …show more content…

The study was based on research about what museums are doing to change the way they portray and display pieces from cultural and minority groups. They are attempting to include more diverse and inclusive exhibits for visitors of all backgrounds. What the study found was that many museum exhibits and representations were not drastically updated or much less diversified due to insufficient resources, whether money, staff, or time. The study additionally found that cultural bias was evident in these museums and their staff, that were unaware they were still making these biases. Overall conclusion was that while progress had been made in all museums exhibiting more culturally relevant and inclusive exhibits they still had a long way to go before they reach their goals of creating a museum space that is truly culturally

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When students are unaware of the history of social class, they begin to believe false information, such as, poor people deserve to be poor. Loewen does a great job of pointing out student’s misunderstanding of social status and strongly believes that it is the high school text books to

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Whose history does museum represent? How do museums represent history? Museums are important places for history. The displays help us to discover who we are, and how we have come to be who we are. But the displays in museums do not just happen, just like all representations of history, whether in books, songs, oral accounts, or even collections of photographs and documents, they have been created and constructed by someone for a purpose.

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Jean Anyon and Robin Mark 's articles share and talk about the same points, which are relates to social class (socioeconomic status) in higher education. ' 'The Social Class and the Hidden Curriculum of Work ' ' by Anyon , claimed that schools in wealthy communities are better than schools in poor communities. She observed five elementary schools over the course of a year, in different economic environments which teach students in different ways in each of these schools depending on their the social status. According to Jean, there are four different rating of schools like, working-class schools, middle-class schools, affluent professional schools, and executive elite schools. (Jean , 170)

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(2016) cites several authors in what they define myths surrounding social class, such as, the concept of the United States modeling a collective social class and all individuals partaking in education, will have a level playing field to be successful (Ortner, 1998; Ostrove & Cole, 2003; Yeskel, 2008; Zandy, 1996). Yeskel (n.d.) points out barriers exists denying accessibility to individual with less privilege, (as cited in Patton, et al. 2016, p.246). For example, the myth of “if you work hard, you will be successful”, fostering the idea that only individuals who put in the effort are seen as determined, and those that fall less, are lazy (Patton, et al. 2016). Moi, (1991); Swartz, (1977) examine, education does not fall far from that ideology, Bourdieu’s Theory of Social Reproduction stem from the idea that education creates inequality and maintains hierarchies. Moi (1991) states,

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Later in life, these students are trained to take the blue collar jobs while those from well-off families go for white collar jobs. There are also schools that are distinct where the public schools are meant for the poor students while the rich are meant for the private schools (pg.287). On the same issue, the students from the poor families are disadvantaged by their behaviors, the way they talk, and how they dress it is not easy for them to fit in the society. They are also deemed not to fit in the education system as well.

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1. From Social Class and The Hidden Curriculum of Work by Jean Anyon 2. In the article, “From Social Class and The Hidden Curriculum of Work by jean Anyon states that being in different social classes results in different educational experiences. People in higher classes are taught to be more doctors and more elite positions, while working classes are taught to have more particular curriculum to basically keep them in their class.

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“Social science research show that teachers are often surprise and even distressed when poor students excel”. (203) Social class determines one’s future. Those who are higher on the social ladder may excel through life with no understanding of how they got

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The mere action of exhibiting can transform anything into art, which is termed the “museum effect”. The very placement within the museum context grants the object importance and validity. Who has the authority to define what is art? What mediates the relationship between the object and the museum visitor? How do we interpret the interesting assertion by Professor Barbara Kirshenblatt-Gimblett—"[in the museum] objects are not found, they are made"?

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•• This year I have strived to create museum experiences that resonate and make emotional connections with our visitors. Two especially strong examples of how I have created those connections include my presentation for the Latin Connection and a tour I gave to the Goodwill of Iowa group. When developing the Latin Connection presentation I focused particularly on Latin and Hispanic people within Wells Fargo history that emphasized through hard work and overcoming difficult situations they could become successful personally and professionally. I chose these types of stories because I wanted to highlight that there is space in Wells Fargo to grow professionally and achieve personal goals just like the people in the stories I selected. These type of stories gave these event attendees a chance to connect

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Once the methodologies are clearly explained, Ms. Wallace goes into specific detail about tracking visitor/guide movements, behaviors, and comments. She outlines primary and secondary problems this acquired data brings to light. For instance, she notes that signage and numbering schemes on maps and in audio guides don’t always match those on-site. She also mentions that there is continual overcrowding at specific areas of the site, while other areas (which are still open to the public) are consistently overlooked. Other problems observed were visitors/guides sitting, standing or touching parts of the exhibits, and limited active security management.

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In Chapter 10 of Unequal Childhoods, Lareau’s case study on the Driver family highlights the influence of social class position on perspective, mainly on how it affects approach to educational resources. Admittedly, she mentions that working-class and poor parents are equally eager as their middle-class counterparts to ensure their children’s success in school. Nonetheless, she reveals a distinction between the working-class/poor approach to education and the middle-class approach - the fear of doing “the wrong thing” in school related matters (Lareau, 2011; p. 198). Most importantly, she echoes this sentiment by saying, “... it is more useful to focus on social class position both in terms of how class shapes worldviews and how class affects

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In the working class schools, the student’s attitudes reflected what the teachers felt about their job. The teachers lacked passion for their job and did not want to be there anymore than the students. The principal not knowing the history of the school plays a role on why the school was poorly maintained. The middle class school had more parents involved than working class school. This can be the result of the parents socioeconomic status since middle class parents have better paying jobs allowing them more participation in their child’s school.

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This paper will examine the mission statement provided by the Children’s Museum of Indianapolis and will examine

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This is just one factor that affords me to have a perspective from a different cultural background. A goal for myself after completing this graduate program is to become a multiculturally competent counselor who can truly connect with people of various cultural backgrounds. Visiting UCLA Fowler Museum, I found that the connection weaving between one culture to another is that the motif behind the objects are somewhat similarly valued culturally in each country. Hence, the name of the exhibition Intersections for in “many ways the objects conceptually intersect with each other”. In each culture from the varying countries of Africa, Asia, the Pacific, and the Americas, artistic objects play a significance in passing down traditions and teachings from one generation to another.

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She shares her experience observing in schools of different social classes. Like Lareau, Anyon talks about how social class affects what children learn in school. She distinguishes among four classes, the working class, middle-class, affluent professional and the executive elite. Working class children, Anyon shares, are being prepared for wage labor. Middle class children are being prepared for white collar jobs, that is work in an office or other administrative setting.

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