Students’ perceptions of Masters Course: A Sociological Inquiry DISSERTATION SUBMITTED TO JAMIA MILLIA ISLAMIA FOR MASTER OF ARTS ANUPAM BAJPAI SUPERVISOR DR. ARVINDER ANSARI DEPT OF SOCIOLOGY NEW DELHI DECLARATION I‚ Mr. Anupam Bajpai‚ hereby declare that the research report entitled “Students’ perceptions of Masters Course: A Sociological inquiry”is a bonafied work done by me for the award of the degree of Master Arts in Sociology of Jamia Millia Islamia the year 2012-2013.
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be argued that our parents‚ teachers‚ and society as a whole condition us‚ to learn in a particular way‚ to take our place in society. This‚ then in the words of Freire is: "the banking concept of education‚ in which the scope of action allowed to the student extends only as far as receiving‚ filing and storing the deposits." (Freire‚ 1970) On the other hand‚ it is suggested‚ that adults learn from experience and reflection‚ therefore‚ it is the way in which people: "understand‚ or experience
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teachers. Like Chua‚ they used the banking concept of education. but they did it absentmindedly‚ without the intent to force a student down a specific path. The “facts they dispensed‚ [he] grasped with awe. Any book they told [him] to read‚ [he] read” (Freire 219). He took interest in any and all of the information that he could get his hands on‚ reading “alone for hours. Enthralled.” (Rodriguez 220). This interest in literature followed him all throughout his adult life‚ and served him well. The origin
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Ethics in Teaching Ethics should be a main concern when a teacher is deciding how to teach and what he or she plans on teaching. Ethics are the morals that a person believes in. Teachers are expected to have professional‚ ethical conduct with students‚ the public‚ other educators‚ the profession‚ and toward the school or district. A professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students and demonstrates effective pedagogy. Pedagogy
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Concept of Education. The paper will also identify the key components of selected readings from course material and how they specifically relate to the topic of the No Child Left Behind Act and standardized testing for student assessment. Freire (1970) criticizes our current educational system‚ which he calls “the ‘banking’ concept of education”‚ because of its capacity to inhibit creativity and minimize critical thinking. He says that the only way to liberate our oppressed society is to
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deposits which I would receive‚ memorize and regurgitate (Freire 244). Looking back‚ the trouble with the situation was that I was sacrificing the most important part of education: learning how to
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essay “The Banking Concept of Education.” In his essay he describes two different methods of education‚ the “banking concept” where “the scope of the action allowed to the students extends only as far as receiving‚ filing‚ and storing the deposits” (Freire 63) and “problem-posing” where by “responding to the essence of consciousness intentionally rejects communiqués and embodies
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As a Syrian Middle Eastern‚ Tarek lives with a stereotype that he is a terrorist. Tarek complains to Walter while he is being held at immigration that he is being treated like a terrorist but he is not a bad person. There is misconception in the world that all Arabs are terrorists. The film allows for an understanding that Tarek is a human being and a good person. He is undeserving of being treated like a terrorist. The film allows the viewer to connect to Tarek and feel his pain. As a result‚ the
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between oppressors and oppressed people. To begin with‚ the teacher introduces his tale referring to Ramani as “…an innocent‚ a real donkey’s child…” projecting ignorance onto Ramani and “such people” as he. This attitude corresponds to what Freire considers to be part of the oppressor’s ideology‚ namely the “absolutizing of ignorance” whereby the person who belongs to a hegemonic group naturally born to know and rule proclaims the ignorance on those outside this group. As a result‚ Ramani is
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Up Comes Problem-Posing In the article “The Banking Concept of Education‚” Friere claims that the teacher and student’s relationship is fundamentally narrative in which the students are somewhat being trapped in the system of “Banking Education”. Freire goes on to say that education is suffering from narrative sickness‚ which means that information is being repeated constantly to the point where it has no meaning to it or that it is lifeless. “Students are becoming alienated when learning time is
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