UNIVERSITY OF MAIDUGURI CENTRE FOR DISTANCE LEARNING

Transcription

1 UNIVERSITY OF MAIDUGURI CENTRE FOR DISTANCE LEARNING CEA 203: Sociology of Adult Education (2 Units) Course Facilitator:

2 STUDY GUIDE Course Code/ Title: Credit Units: Timing: Total hours of Study per each course material should be twenty Six hours (26hrs) at two hours per week within a given semester. You should plan your time table for study on the basis of two hours per course throughout the week. This will apply to all course materials you have. This implies that each course material will be studied for two hours in a week. Similarly, each study session should be timed at one hour including all the activities under it. Do not rush on your time, utilize them adequately. All activities should be timed from five minutes (5minutes) to ten minutes (10minutes). Observe the time you spent for each activity, whether you may need to add or subtract more minutes for the activity. You should also take note of your speed of completing an activity for the purpose of adjustment. Meanwhile, you should observe the one hour allocated to a study session. Find out whether this time is adequate or not. You may need to add or subtract some minutes depending on your speed. You may also need to allocate separate time for your self-assessment questions out of the remaining minutes from the one hour or the one hour which was not used out of the two hours that can be utilized for your SAQ. You must be careful in 2

3 utilizing your time. Your success depends on good utilization of the time given; because time is money, do not waste it. Reading: When you start reading the study session, you must not read it like a novel. You should start by having a pen and paper for writing the main points in the study session. You must also have dictionary for checking terms and concepts that are not properly explained in the glossary. Before writing the main points you must use pencil to underline those main points in the text. Make the underlining neat and clear so that the book is not spoiled for further usage. Similarly, you should underline any term that you do not understand its meaning and check for their meaning in the glossary. If those meanings in the glossary are not enough for you, you can use your dictionary for further explanations. When you reach the box for activity, read the question(s) twice so that you are sure of what the question ask you to do then you go back to the in-text to locate the answers to the question. You must be brief in answering those activities except when the question requires you to be detailed. In the same way you read the in-text question and in-text answer carefully, making sure you understand them and locate them in the main text. Furthermore before 3

4 you attempt answering the (SAQ) be sure of what the question wants you to do, then locate the answers in your in-text carefully before you provide the answer. Generally, the reading required you to be very careful, paying attention to what you are reading, noting the major points and terms and concepts. But when you are tired, worried and weak do not go into reading, wait until you are relaxed and strong enough before you engage in reading activities. Bold Terms: These are terms that are very important towards comprehending/understanding the in-text read by you. The terms are bolded or made darker in the sentence for you to identify them. When you come across such terms check for the meaning at the back of your book; under the heading glossary. If the meaning is not clear to you, you can use your dictionary to get more clarifications about the term/concept. Do not neglect any of the bold term in your reading because they are essential tools for your understanding of the in-text. Practice Exercises a. Activity: Activity is provided in all the study sessions. Each activity is to remind you of the immediate facts, points and major informations you read in the in-text. In every study session there is one or more activities provided for you to answer them. You must be very careful in answering these activities because they provide you with major facts of the text. You can 4

5 have a separate note book for the activities which can serve as summary of the texts. Do not forget to timed yourself for each activity you answered. b. In-text Questions and Answers: In-text questions and answers are provided for you to remind you of major points or facts. To every question, there is answer. So please note all the questions and their answers, they will help you towards remembering the major points in your reading. c. Self Assessment Question: This part is one of the most essential components of your study. It is meant to test your understanding of what you studied so you must give adequate attention in answering them. The remaining time from the two hours allocated for this study session can be used in answering the self- assessment question. Before you start writing answers to any questions under SAQ, you are expected to write down the major points related to the particular question to be answered. Check those points you have written in the in-text to ascertain that they are correct, after that you can start explaining each point as your answer to the question. When you have completed the explanation of each question, you can now check at the back of your book, compare your answer to the solutions provided by your course writer. Then try to grade your effort sincerely and honestly to see your level of performance. This procedure should be applied 5

6 to all SAQ activities. Make sure you are not in a hurry to finish but careful to do the right thing. e-tutors: The etutors are dedicated online teachers that provide services to students in all their programme of studies. They are expected to be twenty- four hours online to receive and attend to students Academic and Administrative questions which are vital to student s processes of their studies. For each programme, there will be two or more e-tutors for effective attention to student s enquiries. Therefore, you are expected as a student to always contact your e-tutors through their addresses or phone numbers which are there in your student hand book. Do not hesitate or waste time in contacting your e-tutors when in doubt about your learning. You must learn how to operate , because ing will give you opportunity for getting better explanation at no cost. In addition to your e-tutors, you can also contact your course facilitators through their phone numbers and s which are also in your handbook for use. Your course facilitators can also resolve your academic problems. Please utilize them effectively for your studies. 6

7 Continuous assessment The continuous assessment exercise is limited to 30% of the total marks. The medium of conducting continuous assessment may be through online testing, Tutor Marked test or assignment. You may be required to submit your test or assignment through your . The continuous assessment may be conducted more than once. You must make sure you participate in all C.A processes for without doing your C.A you may not pass your examination, so take note and be up to date. Examination All examinations shall be conducted at the University of Maiduguri Centre for Distance Learning. Therefore all students must come to the Centre for a period of one week for their examinations. Your preparation for examination may require you to look for course mates so that you form a group studies. The grouping or Networking studies will facilitate your better understanding of what you studied. Group studies can be formed in villages and township as long as you have partners offering the same programme. Grouping and Social Networking are better approaches to effective studies. Please find your group. You must prepare very well before the examination week. You must engage in comprehensive studies. Revising your previous studies, making brief summaries of all materials you read or from your first summary on activities, in-text questions and answers, as well as on self assessment questions that you provided solutions at 7

8 first stage of studies. When the examination week commences you can also go through your brief summarizes each day for various the courses to remind you of main points. When coming to examination hall, there are certain materials that are prohibited for you to carry ( i.e Bags, Cell phone, and any paper etc). You will be checked before you are allowed to enter the hall. You must also be well behaved throughout your examination period. 8

9 STUDY SESSION 1: CONCEPT OF SOCIOLOGY 1.0 Introduction The topic tries to explain the relationship that exists between different groups and organizations in the society in which we live. 1.1 Learning Outcomes At the end of this session, you should be able to: 1. define sociology, 2. explain the relevance of sociology to adult education, 3. discuss the structure of Nigerian society and its importance to adult education, 4. explain the implication of studying sociology of education and 5. Explain what adult social behaviour is. 1.2 Definition of Sociology Sociology is the scientific study of people, social groups and societies as well as their interaction and relationships. Sociology deals with the social rules and processes that bind or separate people not only as individuals but as members of associations, groups and institutions. 1.3 Relevance of Sociology to Adult Education Sociology provides greater understanding of social problems that affect people s life, families and communities. It also gives them a better way of solving problems. The interaction and relationship within social groups provide an opportunity for increasing our cultural awareness. Through sociology of adult education, well-packaged policies and programs can be prepared having in mind the divergent cultural values of people. It can help provide self-enlightenment due to interaction. Such self-enlightenment can provide individuals and groups opportunities to learn and make a better life for themselves and their society. 9

10 Sociology enables people to make significant contributions to social criticism in the area of education, economy, politics etc. Results of sociological findings can help lawmakers and educational administrators in designing policies and programs that can help improve teaching and learning in adult education. 1.4 Structure of Nigerian Society and its Importance to Education Nigerian society is a complex one. This is due to its multi-cultural, multi-ethnic and multi-religious nature. As a pluralistic society, it has distinct ethnic groupings with about languages and a population size of over one hundred and fifty million people. 1.5 Its Implication Due to the size of its population, it is difficult for the government alone to provide for the educational needs of its citizenry. However, recently, many organizations and individuals tried to supplement the government effort by establishing schools in the country; many still could not afford to pay. Ethnicity: Nigeria is made up of different ethnic groups. The ethnic variety is baffling because within a particular geographical location one can count 5 to 10 ethnic groups. The language approved for teaching and learning is the English language. It becomes difficult to teach children living in remote villages in Nigeria. This story is not funny for most teachers who are not in their geographical locations. Ethnic relations in most cases are not cordial. There have been cases of intertribal wars among ethnic groups such as Hausa-Fulani and the Biron in Plateau State, Idoma and Tiv in Benue State, Umuleri and Aguleri in Anambra State and others. Social structure: Educational requirement for work differentiate people in terms of income and lifestyles. Social structure is shown even in marriage. The rich will marry the rich and the poor go for the poor. In the aspect of religion, we have indigenous beliefs, Islam and Christianity. The politics of any given society influences the educational system of that society. Politics influences educational system through the control of 10

11 a) policy formulation, b) financing of education, c) provision of educational facilities and equipment, d) development of educational administration and e) evaluation of educational programs. 1.6 Adult Social Behaviour and Relation in the Family, Workplace and Educational Setting Social responsibilities are attached to each adult education stages. In other words, certain behaviour is expected in each developmental stage of an adult and more also each developmental stage comes with its own problems. However, adult social behaviour in the family and workplace is not the same. Adult s behaviour in the family makes him/her to shoulder many responsibilities such as being a father or mother, provider or home manager. In the workplace, he/she may be the boss or under the boss. However, adult behaviour in educational settings can be different. Adults in educational settings most of the time show anxiety about their ability to learn, how to cope with school subjects, examination etc. This anxiety often results in lack of understanding and such habits can be controlled by associating the feared situation with pleasant stimulus. The adult in an educational setting may also be afraid of new and unfamiliar subjects. For the instructors to control this situation, they must first discuss what they feel are known by the learners or the learners previous knowledge before introducing a new topic. Thus, the instructors should prepare a program based on needs; that is, the program must be based on the immediate needs of the learners to motivate and arouse their interest. With appropriate selection, timing and scheduling of reinforcement for approved behaviours, a higher level of learning among adults can be achieved. Immediate reinforcement to correct response should be used on slow learners as this tends to keep them assured of their efforts. Reinforcement of appropriate responses should be stable in order to avoid attention of the learned behaviour. 11

12 Instructors should explain facts and use various relevant and meaningful teaching aids. Adult learners most of the times like to put into practice what they have been taught. Thus, the teaching-learning method should be expository to enable the adults try them in real life. In this case, the instructor should play the role of a facilitator by showing understanding and being sensitive to the needs and aspirations of the learners. The instructor should allow the learner to explore and discover knowledge through questions during learning. 1.7 Self Assessment Questions 1 (SAQ 1) Now that you have completed this study session, you can assess how well you have achieved its learning outcomes by answering the following questions. Please write your answers in your study diary and discuss them with me at the next study contact. Check your answer with the notes on the Self-Assessment Question at the end of this module. SAQ1.1 (Tests Learning Outcome 1) What is sociology? SAQ1.2 (Tests Learning Outcome 2) What is the relevance of sociology to adult education? SAQ1.3 (Test Learning Outcome 3) Nigerian society is a complex one. Explain. SAQ 1.4 (Tests Learning Outcome 4) What are the implications to society of adult education? Notes on SAQ (Self-Assessment Answers) SAA 1.1, Sociology can be defined as the scientific study of people, social groups and societies as well as their interaction and relationships. SAA1.2, The relevance of adult education is that it enables people make significant contributions and provides opportunities for increasing cultural awareness and self enlightenment. SAA1.3, Nigeria is described as a complex society due to its multi-ethnic, multi-cultural and multi-religious nature, with distinct ethnic groups and about languages. 12

13 SAA1.4 Ethnicity and social structure are used to explain the implications of adult education in the society. Ethnic relations are said to be not cordial amongst most of them. Politics is also said to influence the educational system. 1.8 Summary of Study Session 1 In Study Session 1, you have learnt: 1. the definition of sociology, 2. the relevance of sociology to adult education, 3. the structure of Nigerian society and its importance to adult education and 4. the implication of sociology to adult education. 13

14 STUDY SESSION 2: SEX ROLE SOCIALIZATION 2.0 Introduction This topic aims at differentiating between the roles expected to be played by both sexes in the society. It further explains how these roles are to be perceived by members of the society with respect to gender. 2.1 Learning Outcomes for Study Session 2 At the end of this session, you should be able to: 1. define the concept of sex role socialization, 2. explain the process of sex role socialization and 3. explain the concept of gender constancy. 2.2 Sex Role Socialization It can be seen as a process whereby an individual s behaviour, attitude and perception come to resemble those prescribed by the society for persons of his or her gender. Freud in his theory believed that children discover the anatomical difference between boys and girls at around 4 to 6 years of age and that this event has profound implications for their differential development. 2.3 The Process of Sex Role Socialization Social learning theorists propose that general principles of learning can explain the process of sex role socialization. If boys and girls receive different rewards and punishments for various behaviours based on their gender, then they would be expected to behave differently. Differential treatment (rewards and punishments) would include those administered by parents, teachers and other adults as well as by other children. In a number of ways, parents consciously and unconsciously respond differently to the behaviour of boys and girls. Observation learning also plays a major role in sex role socialization. By observing the behaviour of others in real life and in the media, children learn that some 14

15 behaviour are rewarded in males but not in females and that some are considered more appropriate for one sex than the other. It is assumed that girls learn to imitate their mothers and other females likewise their male counterparts. 2.4 Gender Constancy A key ingredient in the process of sex role socialization is that children acquire the concept of gender constancy, that is, the idea that gender is an aspect of human life that does not change with time or situation. When a child acquires the knowledge of gender constancy, he or she then tries to model his/her behaviour to the way the society defines masculinity or femininity as shown in the behaviour of others. That is, the child is intrinsically motivated to become competent and is being equated with conforming with societal sex role expectation (sex type). 2.5 Self-Assessment Questions for Study Session 2 Now that you have completed this study session, you can assess how well you have achieved its learning outcomes by answering the following questions. Please write your answers in your study diary and discuss them with me at the next study contact. Check your answer with the notes on the Self-Assessment Question at the end of this module. SAQ 2.2 (Test Learning Outcomes) What do you understand by the term sex role socialization? When does a child obtain the full knowledge of different sexes? SAQ 2.2 (test learning outcomes) Explain the process of sex role socialization. How does observation learning affect sex role socialization? SAQ 2.3 (test learning outcomes) What is gender constancy? How does one modify his or her behaviour in respect to gender? Notes on SAQ 15

16 SAA2.1 Sex role socialization is a process where an individual conforms to the expectations of the society for his or her gender. It is said that children gain the knowledge of the different sexes at around the age range of 4 to 6. SAA2.2, The general principles of learning are used to explain the process of sex role socialization. If boys and girls receive different rewards and punishments for various behaviours based on gender, then they will come to behave differently; likewise, observation learning involves imitation of others in real life and on the media. SAA2.3, Gender constancy is described as the idea that gender is an aspect of a person that does not change with time or situation. It remains the same all throughout one s lifetime. 2.6 Summary of Study Session 2 In Study Session 2, you have learnt: 1. the meaning of the term sex role socialization, 2. the age a child obtains the full knowledge of different sexes, 3. the process of sex role socialization, 4. how observation learning affects sex role socialization, 5. the meaning of gender constancy and 6. how one modifies his or her behaviour with respect to gender. 16

17 STUDY SESSION 3: OCCUPATIONAL INEQUALITY 3.0 Introduction This study emphasizes the unequal, unfair, partial and unjust practices in work places among different workers based on gender, income, status, race etc. 3.1 Learning Outcomes for Study Session 3 At the end of this session, you should be able to: 1.1 define occupational inequality, 1.2 explain the effects of occupational inequality and 1.3 explain the rate of occupational inequality. 3.2 Occupational Inequality It is the unequal treatment of people on the bases of gender or race in their workplaces. It focuses on the distribution or allocation pattern of groups across occupations and the link between occupation and income. It is the unfair difference between groups of people in a workplace on the bases of wealth, status, power, opportunity, race etc. 3.3 Effects of Occupational Inequality Occupational inequality greatly affects the socio economic status of an individual. This is linked to their access to resources and opportunities like buying a house, finding a job etc. If an individual experiences occupational inequality, he may find it difficult to find a job, get a loan or even buy a house. Occupational standing can lead to predictions of outcomes such as social standings and wealth, which have long lasting effects on the individual as well as his dependents. 3.4 The Rate of Occupational Inequality Segregation by gender in the labour force is extremely high, hence the reason why there remains so many discrepancies and inequality among men and women with the same qualification. The division of labour is a central feature of gender-based inequality. 17

18 3.5 Self-Assessment Questions (SAQ 3) Now that you have completed this study session, you can assess how well you have achieved its learning outcomes by answering the following questions. Please write your answers in your study diary and discuss them with me at the next study contact. Check your answer with the notes on the Self-Assessment Question at the end of this module. SAQ 3.1(test learning outcome) What is occupational inequality? On what bases are workers treated partially? SAQ 3.2(test learning outcome) What are the effects of occupational inequality? SAQ3.3 (test learning outcome) What is the rate of occupational inequality in the economy? What is the central feature for equitable distribution? Notes on SAQ 3 (Self assessment answers) SAA3.1, Occupational inequality is defined as the unequal/partial treatment of workers in their workplaces on the bases of gender, race, power, status, opportunity etc. SAA3.2, The effects of occupational inequality include lack of access to resources and opportunities, occupational and social standings which have long lasting effects on the individuals concerned. SAA3.3, The rate of occupational inequality is extremely high especially by gender, hence the inequality of men and women of similar qualifications. Division of labour, which is a central feature, should be adopted. 3.6 Summary of Study Session 3 In Study Session 3, you have learnt: 1. the meaning of occupational inequality, 2. the effects of occupational inequality, 18

19 3. the rate of occupational inequality in the economy and 4. the central feature for equitable distribution. 19

20 STUDY SESSION 4: FEMINIST SOCIOLOGICAL THEORY Introduction In this session, we will discuss feminist sociological theory which emerged as a response to the missing gender in classical sociology, setting forth an agenda for academic and social change. Feminism is interdisciplinary in nature. Learning Outcomes for Study Session 4 When you have studied this session, you should be able to: 1. explain the nature and scope of feminist theory, 2. discuss gender based learning differences and 3. discuss the education in relation to feminist theory. 1.1 Feminist Sociological Theory Feminist theory is both an academic and a political approach to the study of the society. It is critical and didactic; it analyses and informs. It has integrated in observations and approaches from political science, literature, geography, anthropology and most importantly philosophy. It has been excluded, marginalized and probably never really understood by most sociologists. Feminist argue that without gender as a central analytic category, social work, family, the economy, politics, education, religion etc. cannot be adequately studied. Feminist sociology has its root in Europe and English language scholarship. Historically, most societies treat men and women differently due to the obvious biological variances between the sexes. Because of their role in child bearing, women are often cast in supportive or nurturing roles and are responsible for health, home and family while men with their typical greater strength and larger muscles are often cast in the role of breadwinner. Under the assumption that women are as intelligent as men are, the feminist movement has been demanding equal opportunities and equal pay for equal work. 20

21 Feminist have also focused on the class room demanding equal education for both boys and girls as well as encouraging girls to go to technical, scientific and professional fields that used to be domain of males. 1.2 Gender Based Learning Differences Scientists have observed no gender-based differences in general intelligence between the sexes. This is not to say there are no differences between the groups, but not innate differences as to which abilities they excel in as a group. 1.3 Education in Relation to Feminist Sociological Theory In industrial societies, education is frequently an important predictor of one s eventual socio economic status. Individuals with a university degree are able to obtain higher paying jobs than those with a lesser qualification. Girls receive substantially different treatment resulting in lower expectation on the part of girls or in lower quality education that makes it difficult for them to advance as far as boys or to eventually obtain higher status and incomes or jobs. As such, feminists believe the educational system has failed to provide equal opportunities for all. Self-Assessment Questions (SAQ 4) Now that you have completed this study session, you can assess how well you have achieved its learning outcomes by answering the following questions. Please write your answers in your study diary and discuss them with me at the next study contact. Check your answer with the notes on the Self-Assessment Question at the end of this module. SAQ 4.1 (test learning outcomes) Explain the term feminist sociological theory. How is feminism interdisciplinary in nature? Where does feminist sociological theory originate from? In what ways have roles affected feminism? 21

22 SAQ4.2 (test learning outcome) What are the gender-based learning differences between sexes? What does the feminist movement demand? SAQ4.3 (test learning outcomes) What are the bases for predicting one s socio-economic status? How does the differential treatment given to women affect them? Notes on SAQ (Test Assessment Questions) SAA4.1, Feminist sociological theory is seen as an academic and a political approach to the study of the society. It integrated in observations and approaches from philosophy, geography, literature, etc. and has its root in Europe and English language studies. SAA4.2, Women are said to be treated differently because of their role in child bearing, nurturing and support. Under the assumption that women are as intelligent as men are, though innate differences exist, the feminist movement demands equal opportunity for women and equal pay for equal work. SAA4.3 Education is frequently an important predictor of one s socio economic status. Individuals with a university degree are able to obtain higher paying jobs than those with lesser qualifications. Girls receive substantially different treatments resulting in lower quality expectation on the part of the girls and in lower quality education making it difficult for them to advance as far as boys. Summary of Study Session 4 In study session 4, you learnt: 1. the meaning of the term feminist sociological theory, 2. how feminism is interdisciplinary in nature 3. where feminist sociological theory originate from, 4. gender-based learning differences between the sexes and 5. the bases for predicting one s socio-economic status. 22

23 STUDY SESSION 5: THE INFLUENCE OF STRATIFICATION ON THE STRUCTURE, GOAL AND OPERATIONS OF ADULT EDUCATION 5.0 Introduction In every society, people of both sexes differ from one another. Some have more valued resources such as money, power, housing, education than others, while some may have two out of the above mentioned and others none at all. 5.1 Learning Outcomes for Study Session 5 When you have studied this session, you should be able to explain: 1. the meaning and scope of stratification, 2. the concept of class as a category of stratification, 3. status as a category of stratification, 4. power as a category of stratification, 5. social change and stratification and 6. category of strategies for stratification. 5.2 Stratification Stratification simply means division of something into different layers or groups. Social stratification in other words means the structure inequality of entire categories of people who have different access to social rewards as a result of their status in the social hierarchy Karl Marx ( ) described social stratification as a class of all those people who share a common relationship to the means of economic production, those who own and control the means of economic production. His view is supported by Blake more and Cooksey (1981) who state that class inequality are concerned with economic activities and ownership or control of properties and wealth. 23

24 Social stratification can also be explained in terms of the division of a population into on equal strata based on income, wealth, gender, ethnicity, power, status, age and religion. There are categories of stratification such as class status and power. Class Class here refers to a group of people of roughly equivalent status in society. Class position in the society is an important determinant of one s lifestyle. Class is used to differentiate people based on economic considerations and affiliations. Sociologists and psychologists of education categorize occupation into hierarchical order of upper, middle and lower classes. There is also a division based on white collar and blue-collar jobs. White-collar jobs refer to those jobs that are performed by professionals in their own fields. This category of workers are skilled and specialists. They include doctors, lawyers, engineers, accountants, engineers, teachers etc. while on the other hand, blue-collar job simply means the unskilled jobs. individuals in different classes are not equal because some are controlling while others are being controlled. The lower class is always being supervised. Status Status is the legal position of a person in a society. It is also a person s relationship to established social positions in the society that varies in terms of prestige. It can be achieved and may be linked to occupational achievement. Other kinds of status come from family background as ascribed status. For example, in the traditional Nigerian context, old people have higher status than the young ones. In occupations, university professors have higher status than primary and secondary school teachers do. Power Power is the ability to control the behaviour of others even in the absence of their consent. It is mostly applied in bureaucratic organizations and establishments. For example, the principal or headmaster has political power over the teachers and pupils or students under him. The principal or teacher has power over them even outside the school. He has some authority over teachers and pupils 24

25 Social Change Strategies Four things should be considered when planning social change activities: The target of social change Agents of social change Relation of agents to targets What will gain public support for your goal Target of Social Change Individuals The goal here is to change individual s attitudes, feelings, beliefs, values, perceptions and behaviour. Groups To change group size, composition, structure of authority, status, power hierarchy, incentives to precipitated communication style and channel, relationships among group members, tasks associated with positions within the group Community The goals are to change intergroup relations such as prejudice and discrimination based on race, ethnicity, gender, class, sexuality, religion, age etc. Society The goals are to address urbanization, globalization, democratization, modernization, national and international policy, cultural patterns, conflict resolution, national building, improving education, economy, agriculture, environment etc. Agents of Social Change The agents of change should always seek the simplest strategy, maintain good relations with their targets and co-operate with them. The change should benefit the target change agents such as: directors, administrators and organizers financial backers, political supporters volunteers, employees, technical and professional support staff and consultants 25

26 Relation of Agents to Target If there is inequality between the agents and targets on some grounds and the goal is to reverse this inequality, use empirical strategies; e.g. queer right. If agents want to convince the target group to join them and help them, then use normative or re-educative strategies e.g. women s right. If the agents are completely oppressed and exploited by the target groups and need to defeat them, use power or coercive strategies, e.g. revolution. Categories of Strategies General social change strategies Empirical/rational strategies: Its goal is to provide information only to be transformed into knowledge in decision-making. It often works if the garget of change are individuals e.g. to rock election campaigns. Normative/re-educative strategies: These are aimed at exposing target to new values and norms and how to adopt them. It persuades people to internalize new values/norms rationally or emotionally, e.g. anti smoking campaigns. Power/coercive strategies: The application of economic, political institutions or oratory powers to make people change attitudes, beliefs, behaviours, values etc. It can be through a legitimate or illegitimate authority. It may withhold rewards and administer punishment to reach goal; e.g., family planning campaign. Specific Social Change Strategies Violence: To restrain, injure or destroy property and lives. No society has been free from violence as a strategy for social, economic or political change, e.g. riots, revolution, terrorism etc. Police violence usually leads to short-term change. Terrorism: It is the indiscriminate use of threat or violence. It is meant to alter the state of mind or policy of a nation or society by coercion, demoralizing and intimidating opposition; e.g., suicide bombings. Non-violent strategies like picketing, strike, matches, demonstrations, rallies, boycotts, sit-ins, press releases etc. The goal is to change attitudes, beliefs, values, behaviour and stop injustice and violence. It is effective if 26

27 the target is open to moral appeals or there are parties to intervene for social change. Social movements: They come from non-violent social change groups. When the groups gain momentum and begin attracting a large number of people, their agendas expand. E.g., labour movement, consumer protection group, civil right movement, women s movement etc. Legal change: Nearly all social change groups seek various types of legal change because in modernized societies. People respond to legal changes; they respect the law. Change in law leads to change in all other institutions. The law can be used on those who do not comply with social change. Examples include prohibition and the war on drugs. Legal change can either create a new social order or disrupt an existing oppressive order. Self Assessment Questions for Study Session 5(SAQ 5) Now that you have completed this study session, you can assess how well you have achieved its learning outcomes by answering the following questions. Please write your answers in your study diary and discuss them with me at the next study contact. Check your answer with the notes on the Self-Assessment Question at the end of this module. SAQ 5.1 What is social stratification as defined by Karl Marx? SAQ5.2 What is a class? SAQ 5.3 Describe the context of status. SAQ 5.4 What do you understand by the term power? SAQ

28 What are the strategies to be considered when planning social change activities? SAQ 5.6 Differentiate between the general and the specific categories of social change strategies with examples. Notes on SAQ (Self-Assessment Answers) SAA5.1, Social stratification is defined as the structure of inequality of entire groups of people who have different access to social rewards because of their status in the society. Karl Marx ( ) also defined it as a class of all those people who share a common relationship to the means of economic production; those who own and control the means of production. SAA5.2, A class is defined as a category or group of people of roughly equivalent status in society. Class position is seen as an important determinant of one s lifestyle used to differentiate people in the group based on economic considerations and affiliation. SAA5.3, The legal position of a person in society is used to describe his status. This is also linked to educational achievements. SAA5.4, Power is said to be the ability to control the behaviour of others, even in the absence of their consent. It is mostly applied in bureaucratic organizations and establishments. SAA5.5, Four strategies are considered when planning social change activities. They are: the targets, the agents, the relationship between the targets and the agents and what will gain public support for your goal. SAA5.6, There are general and specific categories of social change strategies. The general include empirical/rational, normative/re-educative and the power/coercive strategies. On the other hand the specific include violent (terrorism, riots, revolution etc.) and non-violent strategies (picketing, strike, matcher, boycott etc.) Others include social movements and legal change movements. Summary of Study Session 5 In Study Session 5, you have learnt: 1. the definition of social stratification as defined by Karl Marx 28

29 2. the meaning of class 3. the context of status 4. the definition of the term power 5. strategies to be considered when planning social change activities 6. general and specific categories of social change strategies 29