Blog 6
Alisson’s (1995) article, ‘Students under Suspicion: Do students misbehave more than the used to?’
suggested the idea that “children in the past were more innocent, better
behaved, and les troubled than they are today” (p. 81). However, a research
conducted in 1948 and 1980 suggested that teacher’s perceptions on what they
perceived misbehaving to be differed. Teachers believed that precursors of social
change characterized the world they (students) were navigating through (p.82).
One factor mentioned as well was the lack of father figures not being present
at home (p.82); this is a concern that is still present in contemporary times.
Social reformers proposed that the solution “to the crisis of youth and the
moral degeneration of society in the nineteenth century was public school”
(p.84) however, it seems public schools are actually a problem, with discrimination,
lack of funding, and “hidden curriculums” prevalent in schools today, the only solution
I believe is critical pedagogy. Student centered learning which makes education
engaging and fun for students; educators need to let students control their own
learning through their interests and passions. If educators, administrators and
policy makers fail to reach meaningful pedagogy the question of misbehaved
students will always be a topic of discussion. When students are bored and
uninterested in learning the possibility of misbehaving can increase. Alisson
(1995) noted that when questioning if students misbehaved more than others
during particular years or generations, “there is not accurate way to find out”
in a quantified sense (p.85). I believe the answer lies in the pedagogy and practice
of educators, also in the fact that children/youth are still figuring out who they
are.
Reference:
Kincheloe, J. & Steinberg, S.
(Eds.) (1996). Thirteen questions: reframing education’s
conversation. New York: Peter
Lang.
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