REVIEW QUESTIONS FOR ALL LESSONS

Lesson One
1. Differentiate between perspective from sociological perspectives?
2. Define theory?
3. How functionalists view;
i. Society
ii. Education
4. Explain 3 functions of education to society according to Durkheim.

Lesson Two
1. What do structural functionalists believe?
2. How education keeps society stable?
3. Define socialization?
4. Distinguish manifest and latent functions of education by Swift

Lesson Three
1. Describe the drawbacks of the structural functionalists.
2. Suggest 4 criticisms of functionalism.
3. In functionalism theory, what makes the society stable?

Lesson Four
1. What makes society stable in conflict theory?
2. How conflict theorists view;
i. Society
ii. Education

Lesson Five
1. How do symbolic interactionists view society?
2. How does labelling affect the performance of children in class?
3. Differentiate stability in functionalism, conflict theory and interactionism.
4. Distinguish labelling from exchange theories.
5. Why people behave differently? i.e. they interpret things differently

Lesson Six
1. What are the basic principles of symbolic interaction?
2. How can you describe a constructive teacher?

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Lesson Seven
1. What is social stratification?
2. What are 5 causes of social stratification.
3. What are 4 types of social stratification.
4. Describe 5 categories of social stratification.

Lesson Eight
1. How do functionalists look at social stratifications?
2. Differentiate between ‘false consciousness’ and ‘class consciousness’.
3. How do other people mass more power?
4. How do conflict theorists look at social stratification?

Lesson Nine
1. Define equality of educational opportunities?
2. Explain 4 reasons why they are inequalities of education opportunities.
3. Why providing equal resources/inputs does not mean equal opportunities?
4. Provide a solution to the problems of inequalities of education opportunities.
5. Describe what Malawi as a government, is doing to provide equal educational
opportunities.
6. As a teacher how can you make sure that in your class/school there is equal
educational opportunities?

Lesson Ten
Not Available

Lesson Eleven
1. Define social reproduction?
2. Explain with at least 4 points, how education in Malawi create social reproduction.
3. Differentiate CDSSs and CSSs in Malawi

Lesson Twelve
1. Explain how colonizers used education to maintain their power and superiority

Lesson Thirteen
2. Why is it that after independence, African Governments could not change the colonial
education system in their countries?

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Lesson Fourteen
1. What is;
i. Indigenous knowledge.
ii. Innovation.
iii. Technology.
2. How can you describe appropriate technology in relation to
indigenous knowledge?
3. What is the relationship between indigenous knowledge and
innovation?

Lesson Fifteen
1. What is the importance including indigenous knowledge in the curriculum?

Lesson Sixteen
1. Why did the African independent states not choose an indigenous language as a
language of education?
2. What were the advantages of using foreign language in education?
3. What are the disadvantages of using foreign language in education?

Lesson Seventeen
1. What does research reveal on the use of indigenous language in education?
2. What are the obstacles to the use of indigenous language in education?

Lesson Eighteen

1. What is cultural capital?

2. Whose culture does education transmit in society?
3. How does cultural capital affect education?
4. How were the concepts of “ethnicity” and “tribalism” inserted into the vocabulary of
African discourse?
5. Why are the territories in Africa contain different ethnic groups?
6. How can Africa address the issues of diverse ethnic groups in
education?

Lesson Nineteen
1. Why should a teacher respect cultural diversity in the classroom?
2. How should a teacher fight “ethnic honour” as given by Max Weber?
3. How should the curriculum and education programs handle the issue of ethnicity?
4. How do you understand by multiculturalism?

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 5. How did multiculturalism find itself in the African Societies?

Lesson Twenty
1. What are the challenges of multiculturalism?
2. How can multiculturalism be promoted successfully in the school curriculum?
3. What should a teacher do to handle multiculturalism at school?
4. How can you describe multicultural education? - Multicultural education refers to any
form of education or teaching that incorporates the histories, texts, values, beliefs, and
perspectives of people from different cultural backgrounds

Lesson Twenty-One
1. How does Paulo Freire describe an oppressive school system?
2. Discuss the three assumptions that serve as organizing principles for critical pedagogy.
3. In your own words, what is liberatory education? What is domesticating education?
- Liberation pedagogy is an anti-oppressive educational approach designed
to liberate minds and level the playing fields between teachers and
students.
- Liberating or domesticating education "A multicultural approach values
diversity and encourages critical thinking, reflection, and action

Lesson Twenty-Two
1. How do you understand by Praxis?
2. How would you apply praxis to your teaching?
3. How does praxis create a liberating learning environment?
4. What teaching practices facilitate the development of critical consciousness?
5. What is conscientization?
6. Explain three stages of consciousness as given by Paulo Freire.
7. What is the importance of dialogue in the learning process?
8. What approaches to dialogue can you take in the process of teaching and learning?

Lesson Twenty-Three
1. Differentiate banking type of education from problem-posing education.
2. Between the two types of education, which one domesticates and which one liberates
and why?
3. What are challenges to critical teaching?

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Lesson Twenty-Four
1. What is socialization?
2. What is professional socialization?
3. What are the models and phases of professional socialization of teachers?

Lesson Twenty-Five
1. What is a special interest group?
2. Why are teachers’ organizations a special interest group?
3. What are the functions of teachers’ organizations as special interest group?
4. Compare the functions of teachers’ organizations as special interest groups with what
Teachers Union of Malawi does, where does it do well, where does it lack?

Lesson Twenty-Six
1. What should a school as an organisation supposed to do for teacher?
2. What should a school, as an organisation system, supposed to have and do?

Lesson Twenty-Seven
1. How should teachers relate with the following:
i. Administrator
ii. Fellow teachers
iii. Students
iv. Non-teaching staff
v. Guardian/parents

Lesson Twenty-Eight
1. What contains in each topical issue for codes of professional conduct and ethics for
teachers in primary and secondary schools in Malawi?

Lesson Twenty-Nine
1. What are the issues that are regarded as misconduct for a civil servant?
2. Why is the teacher also guided by these issues?
3. Why do teachers have other regulations apart from regulations guiding all civil
servants?

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