Main Viewpoint Conflict theory explores societal issues that culminate in the public school system. It examines how groups or individuals with specific agendas strive to bring change or control educational institutions to the benefit their party. Steven Brint (1998) writes, “Indeed, throughout history of schooling, we can see the imprint of powerful groups creating and transforming Conflict theorists believe that an inequity of economic and cultural schools” (p. 15). opportunities and resources creates tension between wealthy and impoverished communities that pervades the public school system. Furthermore, conflicts within schools themselves generate friction and mistrust between administrators, parents, community members, teachers, and students. Examining how opposition changes schools over time to meet the needs of individuals and groups in society is what propels conflict theory. K.B de Marrais and the M.D. LeCompte (1999) pose four key questions. “What are sources and the consequences of conflict in social systems? How do conflicting groups organize and mobilize? What are the sources of inequality in society? How do societies change (p. 11)? As conflict theorists grapple with these questions they explore themselves” transformations of American schooling through the eyes of people who have fought to be included in the American dream. (Mondale & School: The Story of American Public Education Patton, 2001) describes historical and current events that illustrate social disparities, conflicts and outcomes unfolding in public schools. Groups including large businesses, political entities, people of color, and religious groups are among those who have struggled for control of school finances, curriculum, decision making, accountability, assessment, and grouping of students. Contributions
Main Viewpoint Conflict theory explores societal issues that culminate in the public school system. It examines how groups or individuals with specific agendas strive to bring change or control educational institutions to benefit their party. Steven Brint (1998) writes, “Indeed, throughout the history of schooling, we can see the imprint of powerful groups creating and transforming schools” (p. 15). Conflict theorists believe that an inequity of economic and cultural opportunities and resources creates tension between wealthy and impoverished communities that pervades the public school system. Furthermore, conflicts within schools themselves generate friction and mistrust between administrators, parents, community members, teachers, and students. Examining how opposition changes schools over time to meet the needs of individuals and groups in society is what propels conflict theory. K.B de Marrais and M.D. LeCompte (1999) pose four key questions. “What are the sources and the consequences of conflict in social systems? How do conflicting groups organize and mobilize? What are the sources of inequality in society? How do societies change themselves” (p. 11)? As conflict theorists grapple with these questions they explore transformations of American schooling through the eyes of people who have fought to be included in the American dream. School: The Story of American Public Education (Mondale & Patton, 2001) describes historical and current events that illustrate social disparities, conflicts and outcomes unfolding in public schools. Groups including large businesses, political entities, people of color, and religious groups are among those who have struggled for control of school finances, curriculum, decision making, accountability, assessment, and grouping of students. Contributions
508jilotTheory_Reflection_Paper.docx