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Homework and inequality : school responsibility and enabling student achievement in the school

In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.111611
Date January 2008
CreatorsBoychuk, Tuutalik.
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Curriculum and Instruction.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 003135128, proquestno: AAIMR66915, Theses scanned by UMI/ProQuest.

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