HOW

PROPONENTS OF
CONFLICT
THEORY
REGARD
EDUCATION
 Proponents of Conflict Theory that Regard Education
• According to the conflict theory Education is the powerful
means of maintaining power structures and creating docile
work force for capitalism.
• The purpose of education is to maintain social inequality and
to preserve the power of those who dominates society and
teach those in the working class to accept their position as a
lower class worker of society. Conflict theories call this the
“hidden curriculum”
• The “hidden” curriculum socializes young people into
obedience and conformity for them to developed as docile
workers.
 Functionalists disagree strongly
• They asserts that if school teach adherence to
policies, obedience to rules, and respect for
person including authorities, punctually and
honesty, civil right it is because they are the very
principles dear to a democratic way of life. It is
not because they want to make the workers
remain docile, unquestioning and subservient
forever while those in power remain in power.
 Three tenets of symbolic interactionist theory are:
• An individual’s action depends on meaning
We act based on the meaning we give to symbols.
Symbols can be actions, objects, or words. If students
understands that teacher believes in his/her ability he/she
tries his/her best prove that indeed he/she is able. If a
teacher does otherwise, a student tends to behave in
accordance with teacher’s poor perception.
 • Different people may give different meanings to
the same thing
When teacher are strict, some students see it as an
expression of care. Others may rebel because they
perceive teacher’s behavior as limiting their moves
and desires.
A businessman may look at a tree and starts estimating
how much money he can get if he has the tree cut
down for lumber.
A philosopher or poet may look at it with the thought;
“they also serve who only stand and wait” like John
Milton’s from his poem “on his blindness”.
 • Meaning change as individuals interact with one
another.
A negative meaning that you used to associate with
hospital when you went to hospital which locked
more as a hotel that the usual hospital you know is
changed. After you have taught well, your first
impression of teaching as boring is changed to
teaching is exciting.
 Implications to Teaching
• Let us continue to teach for meaning. Let us promote and
create opportunities for genuine interaction among our
students, teachers, between students and teachers.
• Interactions do not only mean dealing with warm bodies.
Interactions include reading listening and viewing. Other
people’s views and meanings are conveyed in what that have
written, in speeches and lectures they have delivered.
• Let us use positive symbols – in the form of gestures,
words, actions and appearance – to express our trust, belief
in our student’s abilities, and an affirmation of their being. In
fact, our belief in our students also has positive effect in us.
• The symbolic interactions perspective, also known as
symbolic interactionism, directs sociologist to consider the
symbols and details of everyday life, what these symbols
mean, and how people interact with each other.
• As the term implies, symbolic interactionist theory states that
people interact with one another through symbols. Language
is a predominant symbol among people.
• According to the symbolic interactionist perspective, people
attach meanings to symbols, and then they act according to
their subjective interpretation of these symbols.
• Verbal conversations, in which spoken words serve as
the predominant symbols, make this subjective
interpretation especially evident. The words have a
certain meaning for the “sender”, and during effective
communication, they hopefully have the same meaning
for the “receiver”.
• In other terms, words are not static, “things”; they
require intension of symbols between individuals who
constantly interpret the world around them . To ensure
mutual understanding, the sender of the symbol and the
receiver of the symbol must give the same meaning to
the symbol or run the risk of misunderstanding.
 CHAPTER:6
THE WHY AND
HOW OF SCHOOL AND
COMMUNITY PARTNERSHIP
 • Opportunities for School – Community
Partnership
Partnership implies two parties helping each other.
Both parties benefit. This means that if a school-
community partnership exists, both benefit from the
relationship. Thus in the following paragraphs we
shall present what communities can do for schools
and what schools can do for communities.
 What can the community do for school?
Here are examples of what community can do for school:
1. Brigada Eskwela – This program engages all education
stake holders to contribute their time, effort and resources in
ensuring that public school facilities are set in time for the
forthcoming school opening. It takes place more or less two
weeks before classes begin in June. This is a school
maintenance program that has been institutionalized since
2009 when DepEd issued DepEd Order # 100.
2. Curriculum development – This can mean use of
community resources for learning. E.g museum, elders of the
community as key informants in research or resource persons
in the study of local history.
 3. Work experience programs – Business
establishments and offices in the community can serve as
training ground for learners. A concrete example is the
Work Immersion required of Senior High School
students.
• In this Work Immersion, students are given the
opportunity to work in relevant establishments or
officers in the community to help develop in them “the
competencies, work ethics, and values relevant to
pursuing further education and/or joining the world of
work...Partner offices for immersion provide Senior
High School students with opportunities:
1. To become familiar with the work place;
2. For employments simulation; and
3.To apply their competencies in areas of specification/
applied subjects in authentic work environments (Enclosure
to DepEd Order No. 30. 3. 2017).
Some schools calls this service learning since it actively
involves students in a wide range of experiences which
benefits students and the community at the same time
fulfilling the requirement of a curriculum.
4. Remediation and enrichment classes – Parent and retired
teachers may be involved in the School Reading remediation
and Learning Enrichment Program.
5. Youth Development Programs – The young may involve
themselves in youth development programs and develop their
skills and talents, learn how to deal positively with peers and
adults and serve as resources in their communities.
6. Community service – examples of community service are
students participating in tutorial programs, community
reforestation programs, clean up drive for a river, assisting in
medical mission; school head involve in planning local
celebration, teachers managing programs, projects, activities;
school band playing in fiesta parade.
 What can schools do for communities in Return
School may allow the community to use school resources .
Here are concrete examples enumerated by the DepEd
Primer on School-Community Partnership:
 Classroom used by community organization for meetings.
 School used as a polling place and venue for medical
mission which it may co-sponsor with the Rural Health
Unit.
 School used by the Rural Health Unit for mother’s class
on child care.
 School used as an evacuation center
 School facilities used for community assemblies.
 School basketball court used for local celebrations and
barangay sports league.
 School conducted livelihood skills-training programs for
parents and out-of-school youths by using school
resources.
 Livelihood skills-training for parents and out-of-school-
youths by teachers themselves.
-Learning From The Experience of Schools and
Community Partners
Concrete Example:
Dumingaga Central School, Dumingaga, Zamboanga
del Sur
Strong school community partnership-Feeding
program was maintained by community donor-
Mother Butler Mission Guild, barangay council,
office of the mayor, parents who budgeted, cooked,
purchased.
“Kiddie Cop” classes- Cops lecture on good
manner and right conduct, drug addiction, child
abuse, child welfare. Municipal Welfare and
Development Office- Municipal Health Office
conducted special classes on health and
nutrition, rights of the child.