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Ideology In Education

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An ideology that combines all and provides relevance to the developmental needs of the people; is an instrument of society development ideology that is appropriate and sensitive to the peculiar needs of the people, therefore these ideologies might resolve the imbalances in societies (Giroux and McLaren 1989). 'Ideology', in simple words, can be defined as a set of beliefs, usually entertained at group levels. Ideology at group levels can be contrasted with individual opinions in a society. Ideology constructs the stereotypes that are legitimized and supported by certain social institutions. Thus, ideology that has the backing of powerful social institutions becomes dominant in a society and has the potential to capture the minds of marginalized …show more content…

Among other social institutions engaged in the process of socialisation, educational institutions play an important part in the construction and perpetuation of certain ideologies which generally serve the interests of the dominant groups of society. If we look at the history of education in Pakistan we see how education has been used to propagate certain ideologies favoured by powerful rulers. In Ayub Khan's era, the whole emphasis was on 'economic development' whereas social development was undermined. During Zia's regime, educational institutions were used to 'Islamise' society, whereas Pervez Musharraf's emphasis was on an imported brand of 'moderate enlightenment'. No ruler ever asked the masses for their choice or preference. They could make a decision on the part of others as they enjoyed power. The fact that every powerful ruler tried to use education to legitimise and promote a certain ideology suggests the significance of education and its two-way relationship with …show more content…

The ultimate aim of this learning is to cram pre-existing and fixed items of knowledge and reproduce them in examination papers. This ideology of learning is devoid of any critical thinking. Thus students find no motivation to reflect and reinterpret a phenomenon. This process of dominant teaching and passive learning gets encouragement and reassurance by the ideology of the existing assessment system. Our prevailing assessment system is geared towards the piecemeal assessment of disjointed items where students are not required to understand and apply acquired knowledge. This prompts us to look at the ideology of a broader aim of the present educational system that is biased in favour of powerful groups. The kind of education, prevalent in most educational institutions, not only supports existing power structures but also widens the gap between the haves and the have-nots. Recently there have been calls for qualitative improvement in education. The required improvement cannot come from cosmetic changes. The problem is far deeper. We need to challenge ideologies associated with notions of education, pedagogy, learning, assessment and the

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From studying education, I have noticed how many school districts teach based upon what the students will be tested over. As a future educator, I feel as if a standardized test cannot determine what a student is capable of. The individuals creating the test often don’t realize that many students suffer from test anxiety, in fear of failing the test and what is more fearful is how the school districts pressure the teachers to stress to the students the importance of passing the test. Also, in this chapter Boaler describes assessment for learning as having three components clear communication about what students have learned, a way to help students understand where they are on their journey to mastery and where they still need to improve, and information on ways to get from where students are currently to where they need to be to meet success criteria. This chapter offered several strategies that will help students have a better grasp of where they are in the learning process and that will help them develop and maintain a growth mindset.

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Instructive idea is a subject that has altered throughout the decades, and still nowadays not every person is in complete special consideration to the subject. In any case, one thing is sure rationality is the establishment of educational styles. There are four basic philosophies: Realism, Idealism, Pragmatism and Existenlism. Each of the four philosophies are altogether different, however all make progress toward a similar objective, to better our education framework. Although each teacher has an alternate style of showing that can be viewed as their own, they follow one of the four fundamental theories.

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