Further Reflections on the Importance of Discussing Society, Culture and Education
*AUTHOR’S NOTE: I have not had the time to write this post till now; therefore, consider this post to contain valid thoughts on the subject up to W/C 28th January 2018. I have decided to post this anyway at this time simply for me to track and share my own thinking*
Exploring the importance of Macrosociety in my Research:
In the previous blog post, I discussed the view of Education from a couple of possible general sociological perspectives: the Macro and Micro. I indicated that the Macro perspective could be used to study Education in a variety of ways: impact of social and cultural contexts upon the individual learner; or from a structural perspective that explores the impact of social institutions (Education, law, finance, politics, etc.) on each other. I also talked about and focussed on the Micro perspective, which focusses analysis and explorations on the smaller scale interactions between humans either on a one to one or small group basis, and defines the individuals as having agency that can change institutions.
I suggested the relevance of Macrosociology for the first chapter of the literature review, in terms of explaining what Macrosociological research is, what it entails, what are its characteristics and therefore explain why I am not adopting a Macrosociological perspective. As I began to write about this however I quickly realised that I would have had a problem: pages and pages written about a perspective that has nothing to do with the actual research context, research questions and research problems. It wouldn’t make any sense to include discussions about Macrosociology because although my research is in Education, it is not looking at Education from an institutional level. If I were looking at Education from a Macro perspective it would have made more sense to talk about it, and to talk about which theoretical perspective of Macrosociology I would adopt relative to the context and in comparison with other theoretical approaches.
Exploring the importance of discussing the relationship between society, culture and Education
After battling with the way in which I should present discussions on society and culture, I arrived at the point where I identified the importance of carrying on with relevant discussions. Not in terms of macro or micro perspectives, but in terms of how society has changed, and the way in which these changes, challenges and opportunities have given rise to the importance of types and modes of learning, and therefore, the relevance of the Ph.D.’s research contexts and explorations.
Another cause of change to the way I am structuring the sections and content of the chapter is the definitions of culture. There are many definitions of culture from anthropologists, sociologists, psychologists and Educationalists, but essentially all define culture as a set of knowledge, beliefs, values and skills that are transmitted and acquired from one generation to another, but are changeable over time. I had to be mindful of language here, because the words “transmitted,” “acquired,” and “changed” illuminate processes of learning. Culture, however, does not define the actual process of learning, but it can shape and frame the process. This identification of commonality across different cultural definitions made me question my approach of attempting to separate discussions between society, culture, and Education. I’ve now concluded that it is impossible to do, because at the level of definition, society and Education are embedded within the definitions of culture; therefore, there appears to be a strong interrelation between society, culture and Education. They cannot be discussed independently and separately from each other. Society cannot exist without culture, culture cannot exist without society, and discussions about Education simply cannot take place, therefore, without placing it into some sort of social and cultural context
Personal Thoughts and Summary
I am happier with what I have come to realise recently, and have begun to alter the thesis chapter accordingly through merging the discussions of society and culture, and reduce the word count that was over seven thousand words mostly talking about society and culture, but little at that point about Education. Another concern, therefore, that caused a change in approach was that the VIVA assessment panel might have questioned why I wrote so much on society and culture and not Education till after a certain point, especially given I’m doing a Ph.D. in Education and not Sociology or some branch of Cultural Study.
It’s a fascinating journey, and I’m pleased that I have come to realise that acknowledge that the structure isn’t working and therefore change tactics. Do not fight this: it’s important that you are adaptable enough to change, and enable a mindset open enough to be guided by the writing and the reading, rather than religiously adhere to a structure that perhaps did not reflect what you could have known at the time.
Keep reading, and keep writing!