School, Society, and Educational Policy Flashcards

Flashcards covering the cultural relationship between school and society, including key theories from Plato, Bourdieu, Dewey, and Freire, as well as the concept of the Educating City and Service-Learning.

Sociedad educadora (Educating society)

The concept that society as a whole serves as an educational agent where relationships and group influences generate values and knowledge transmitted and assimilated from a social perspective.

Plato's Educational Theory

The first theory of education at the service of the State, where the government of the most educated and wise leads to an ideal state that ensures the welfare and happiness of its citizens.

The Republic (La República)

The work in which Plato argues that education should be managed by the State rather than families to avoid negative influences and to form "citizens adapted to the state."

Delors Report ($1996$)

An official report highlighting the need for an "educational society" where schools instill the pleasure of learning and the capacity of "learning to learn."

LOMLOE ($2020$)

Spanish educational law stating that education is the ideal means for society to transmit and renew culture, foster democratic coexistence, and achieve social cohesion.

Enculturation (Enculturación)

The process by which members of a society integrate the most widespread and established cultural patterns to guarantee the preservation of the social system.

Aculturation (Aculturación)

The process through which a society acquires, usually involuntarily, values foreign to its cultural tradition through media, economic power, or language infiltration.

Collective Identity (Besalú, $2000$)

A construction based on non-rational experiences that acts as an affective support and refuge, solidifying into symbols, habits, and traditions.

Pierre Bourdieu

A sociologist who argued that education is a fundamental tool for maintaining inherited capital and acts as a lever for social and cultural reproduction.

Capital cultural (Cultural capital)

The non-economic differences in a person's education and culture that determine their possibilities of success, often linked to economic base differences.

Arbitrariedad cultural (Cultural arbitrariness)

The concept that academic culture is arbitrary because it is derived from the rituals of dominant classes and imposed on society as the only legitimate culture.

Violencia simbólica (Symbolic violence)

Pedagogical action that imposes certain meanings as legitimate through "soft forms" such as numerical grades, academic punishments, or loss of prestige.

John Dewey

Author of "The School and Society" who defended the school as an active part in configuring a new social order through democratic and experiential learning.

Education for Liberation (Paulo Freire)

A sociocritical or emancipatory approach that views education as a political action to transform social relations and empower the oppressed.

Pedagogía del oprimido ($1970$)

Paulo Freire's most famous work, which advocates for the oppressed to become subjects and protagonists of their own learning and freedom.

Concientización (Conscientization)

A phase in Freire's critical process where students take awareness of the social and political reality in which they live.

Ciudad educadora (Educating city)

The idea that the urban environment is inherently educational, where planning, sports, health, and mobility generate knowledge, skills, and values.

AICE (Asociación Internacional de Ciudades Educadoras)

An association founded in $1994$ to promote the educational importance of cities and oversee the principles of the "Declaration of Barcelona."

Declaration of Barcelona ($1990$)

The charter resulting from the I International Congress of Educating Cities which established the principles for modern urban pedagogy.

Aprendizaje-servicio (Service-Learning or AyS)

A pedagogical approach that combines academic learning with community service and critical reflection to connect curriculum content with social needs.