Summary of Positions
Whether or not to impose a dress code at school has been a debated topic in the past several decades as social standards for dressing have gotten looser and less conservative. Some argue that school dress codes allow students to concentrate on school activities and avoid distractions, while others say that they are too restrictive and limit children’s opportunities for self-expression. In their articles, Anderson (2002) and Deane (2015) explored prominent issues related to dress codes and policies that educational institutions establish for uniforms. Anderson’s (2002) article “School Dress Codes and Uniform Policies” was published in Policy Report in the fall of 2002, a journal reporting on policy issues in K-12 educational management. The article by Deane (2015), “Dressing Diversity: Politics of Difference and the Case of School Uniforms,” was published in volume 46 of Philosophical Studies in Education, which focuses on philosophical, theoretical, policy, as well as conceptual issues in educational research.
After exploring the perspectives of students, teachers, and policymakers, Anderson (2002) made an important conclusion regarding the enforcement of school uniform regulations. In cases of school uniforms align with the context at the educational facility where they are enforced and are developed wisely and collaboratively with the community, they benefit the school climate, behavior, and academic success. Deane’s stance (2015) was more profound as it emphasized the connection between school dress code policies and social relations. Thus, such policies must bring students together in a shared environment and not highlight the social differences that may limit the potential for reaching equality.
Thesis
There should be a balance in the modern school uniform practices to ensure that they are well-justified and fit the specific educational context, prompting discussions about why they are enforced – bringing unity to a diverse group of individuals who are equal in their learning opportunities. Such a thesis considers both sides of the discussion presented in the articles about school dress codes. It entails that dress codes are not mandatory nor universal throughout the educational context. Instead, each school should analyze its needs, student characteristics, as well as both internal and external factors for developing a policy that will suit the specific context. The other side of the discussion in this thesis is reflected in the idea of bringing unity in the socio-educational context to bring students on the same level so that they have equal opportunities for learning. The claim offers a middle ground – creating a balance between distinct differences of a school context and the need for facilitating unity.
Analysis
The thesis proposed above is supported by the claims of the articles that represent different sides of the argument on the issue of school uniforms. Anderson (2002, p. 18) wrote that “it is critical to keep such policies in proper perspective and avoid overestimating or exaggerating their potential benefits,” which shows that the approach can vary depending on the context. At the same time, it is necessary to avoid “blindness to the difference of disadvantaged groups whose experience, culture, and socialized capacities differ from those of privileged groups” (Deane, 2015, p. 117). Overall, the issue of reaching a balance in school uniform policies requires consideration of deeper social underpinnings of the current practices. It is important to celebrate diversity while also establishing an environment of unity and equality in the learning process.
References
Anderson, W. (2002). School dress codes and uniform policies. Policy Report. Web.
Deane, S. (2015). Dressing diversity: Politics of difference and the case of school uniforms. Philosophical Studies in Education, 46, 111-120.