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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.111611 |
| Date | January 2008 |
| Creators | Boychuk, Tuutalik. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Curriculum and Instruction.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 003135128, proquestno: AAIMR66915, Theses scanned by UMI/ProQuest. |
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