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all-1716139341 Flashcards

1
Q

what is the role of education according to NEW RIGHT - CHUBB and MOORE

-marketisation of education

A

chubb and moe - The marketisation of education

-state run education imposes a single type of school regardless of wishes/ needs
of parents

-free market should exist in education

-argument is based off a study where 60k pupils from low income families who
attended 1015 state/ private schools , it was found low income families do 5%
better in private school

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2
Q

what is the orle of education according to MARXIST ALTHUSSER

A

education is ISA

it reproduces class inequality, by trsnamitting it from generation to generation
by failing each succesive generation of the working class

legitimises class inequality by producing ideologies that persuade workers to
accept taht inequality is inevitable as if that idea is accepted they are less
likely to challenge capitalist beliefs

eval

  • useful in exposing the ‘myth or metirocracy’

-POSTMODERNIST - MORROW + TORRES - argue society is more divers now - they see
non-class inequalities such as ethnicity or geneder to be equally important

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3
Q

what is the role of education according to FUNCTIONALIST DAVIS AND MOORE

  • role allocation

+eval

A

inequality is neccesary to enable the most important jobs to be filled by the
most talented individuals

it would be inefficent and dangerous to have incompetant people in these
positions (piolts, surgeon)

education acts as proving ground for ability

-most abled gain highest qualifications

eval - TUMIN 1953

criticises Davis and Moore for putting forward a circular argument. How do we
know that a job is important? Answer: because it is highly rewarded. Why some
jobs are more highly rewarded? Answer: because it is important.

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4
Q

WHY BOYS DO WORSE

DECLINE IN MASCULINE JOBS

A

GLOBALISATION + DECLINE OF MENS JOBS

Mitsos & Browne - decline in male employment opportunities = identity crisis for
men. Boys believes that they have little prospect for getting proper job =
undermines motivation & self esteem

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5
Q

EXTERNAL FACTORS ON GENDER + EDU

impact of feminism

A

IMPACT OF FEMINISM since 1960 womens self esteem and amibtions have increased
and laws have changed

MCROBBIE 1994- study of girls magazine in 1970 it emphasised motherhood and now
shows independent women

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6
Q

EXTERNAL FACTORS ON GENDER + EDU

changed in family

A

-increased divorce + cohabitation + lone families affecting womens view as
sincreased women lead families where women take on breadwinner

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7
Q

EXTERNAL FACTORS ON GENDER + EDU

CHANGES IN WOMENS EMPLOYMENT

A

CHANGES IN EMPLOYMENT

-1970 equal pay act

-1975 sex descrimination act

Greater career opportunities & better pay & role models = incentive for girls to
gain qualifications.

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8
Q

EXTERNAL FACTORS ON GENDER + EDU

girls changing ambition

A

GIRLS CHANGING AMBITIONS

SUE SHARP interview study

1970=low aspiration + succes is unfeminine

1990=see future as independant woman

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9
Q

INTERNAL FACTORS ON GENDER + EDU

MARKETISATION

A

girls are more likley tpo be accepted to better schools bcs they want better
grades

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10
Q

INTERNAL FACTORS ON GENDER + EDU

challengeing stereotypes

A

CHALLENGING STEROTYPES:

removal of stereotypes from textbooks removes barrier to achivement

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11
Q

INTERNAL FACTORS ON GENDER + EDU

teachers attention

A

boys and girls got diff attention

Jane & French 1993 - analysed classroom interaction, found = boys received more
attention because they attracted more reprimands.

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12
Q

INTERNAL FACTORS ON GENDER + EDU

gcse and coursework

A

GCSE AND COURSEWORK

Way pupils are assessed favoured girls & disadvantaged boys.

Mitsos & Browne 1998 - concluded girls = more successful in coursework as
they’re more dilligent workers & better organised

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13
Q

INTERNAL FACTORS ON GENDER + EDU

positive role models

A

Increase in female teachers & heads = positive role models for girls = show them
women can achieve

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14
Q

INTERNAL FACTORS ON GENDER + EDU

EQUAL OPPOURTUNITIES

A

EQUAL OPPOURTUNITIES

GIST - girls into science & technology.

WISE - women into science & engineering = encourage girls to pursue careers in
non traditional areas. Female scientists visit schools acting as role models

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15
Q

CULTURAL FACTORS ON ETHNICITY + EDU

language barriers

A

LANGUAGE BARRIERS

-crozier 2004: pakistani and bengali language barriiers + their inate trust for
school leave kids in their own hands

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16
Q

CULTURAL FACTORS ON ETHNICITY + EDU

culture of anti-school black masculinity

A

CULTURE OF ANTI-SCHOOL BLACK MASCULINITY

-toney sewell - black caribeasna have pressure to be street

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17
Q

CULTURAL FACTORS ON ETHNICITY + EDU

single parent households

A

SINGLE PARENT HOUSEHOLDS

-black ppl got lots and its not conducive to learning

  • EVAL- black african has more lone parent than black caribean yet do better at
    gcse
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18
Q

CULTURAL FACTORS ON ETHNICITY + EDU

parental control and expectration

A

PARENTAL CONTROL AND EXPECTATION

-Francis and Archer (2007) found that a high value is placed on education by
Chinese parents, coupled with a strong cultural tradition of respect for one’s
elders.

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19
Q

INTERNAL FACTORS ON ETHNICITY

instirituional racism

A

INSTITUTIONAL RACISM

black caribeans are 2.5x more likely to be permed

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20
Q

INTERNAL FACTORS ON ETHNICITY + EDU

ethnocentric curiculum

A

ETHNOCENTRIC CURICULUM

only eurocentric languages and history and art

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21
Q

INTERNAL FACTORS ON ETHNICITY + EDU

BANDING AND STREAMING

A

steve strand - black caribean were less likely to be put into higher sets

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22
Q

INTERNAL FACTORS ON ETHNICITY + EDU

pupils subculture

A

PUPIL SUBCULTURE

TONEY SEWELL- black caribeans have pressure to reject schls values and b street

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23
Q

INTERNAL FACTORS ON ETHNICITY + EDU

teacher labelling

A

-TEACHER LABELLING

TONEY SEWELL - black masculinity is seen as threatning due to teachers racist
socialisation

CONNOLLY - soth asian boys are labbeled as high performers

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24
Q

which internal factors explain diffeneces in achivment between ethniicty

A

TEACHER LABELLING

TONEY SEWELL - black masculinity is seen as threatning due to teachers racist
socialisation

CONNOLLY - soth asian boys are labbeled as high performers

PUPIL SUBCULTURE

TONEY SEWELL- black caribeans have pressure to reject schls values and b street

BANDING AND STREAMING

steve strand - black caribean were less likely to be put into higher sets

ETHNOCENTRIC CURICULUM

only eurocentric languages and history and art

INSTITUTIONAL RACISM

black caribeans are 2.5x more likely to be permed

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25
Q

what did steve strand find

A

african caribean pupils did worse than white peers even when controlling for
socio-economic disadvanteages and cultural factors

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26
Q

what cultural factors cause ethniicty differences in achivement

A

PARENTAL CONTROL AND EXPECTATION

-Francis and Archer (2007) found that a high value is placed on education by
Chinese parents, coupled with a strong cultural tradition of respect for one’s
elders.

SINGLE PARENT HOUSEHOLDS

-black ppl got lots and its not conducive to learning

  • EVAL- black african has more lone parent than black caribean yet do better at
    gcse

CULTURE OF ANTI-SCHOOL BLACK MASCULINITY

-toney sewell - black caribeasna have pressure to be street

LANGUAGE BARRIERS

-crozier 2004: pakistani and bengali language barriiers + their inate trust for
school leave kids in their own hands

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27
Q

does material deprevation explain differences in ethnic achivement

A
  • Indian and White children have similar levels of wealth and income but Indian
    children beat White children at GCSE by 11%
  • Chinese children are poorer than both Indian and White children but Chinese
    kids get the best GCSE results of all.
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28
Q

what are the ethnic differences in hosuehold income

A

net median household wealth 2016-2018:

white and indian - 300k

chinese - 70k

black african - 40k

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29
Q

why do boys underacghive in education

A

LITERACY

parents spend less time reading w boys

GLOBALISATION + DECLINE OF MENS JOBS

Mitsos & Browne - decline in male employment opportunities = identity crisis for
men. Boys believes that they have little prospect for getting proper job =
undermines motivation & self esteem

FEMINISATION OF EDUCATION

Sewell - boys fall behind as education has become feminised. Schools don’t
nurture masculine traits = competitiveness & leadership rather they focus on
courseowkr

LACK OF ROLE MODELS

only 14% of primary teachers are men

Lack of male roles models at home & school = underachievement of boys.

LADDISH SUBCULUTRE

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30
Q

why do some girls achive less tha others

A

Hyper heterosexual feminine identities

this identity causes conflict w school as it focuses on constructing desirable &
glamorous hyper heterosexual feminine identities.rather than work

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31
Q

WHAT IS THE FEMINIST VIEW ON GIRLS ACHIVEMENT GAP

A

Radical feminists - emphasise system remains patriarchal & convey message it’s
still a mans world: sexual harassment of girls continues in schools & education
still limits girls subjects choices & career options.

32
Q

list internal factors that cdause differnces in gender achivement

A

internal:

EQUAL OPPOURTUNITIES

GIST - girls into science & technology.

WISE - women into science & engineering = encourage girls to pursue careers in
non traditional areas. Female scientists visit schools acting as role models

POSITIVE ROLE MODELS

Increase in female teachers & heads = positive role models for girls = show them
women can achieve

GCSE AND COURSEWORK

Way pupils are assessed favoured girls & disadvantaged boys.

Mitsos & Browne 1998 - concluded girls = more successful in coursework as
they’re more dilligent workers & better organised

TEACHERS ATTENTION:

boys and girls got diff attention

Jane & French 1993 - analysed classroom interaction, found = boys received more
attention because they attracted more reprimands.

CHALLENGING STEROTYPES:

removal of stereotypes from textbooks removes barrier to achivement

MARKETISTAION

girls are more likley tpo be accepted to better schools bcs they want better
grades

33
Q

list external factors that cause difference in gender achivement

A

external:

IMPACT OF FEMINISM since 1960 womens self esteem and amibtions have increased
and laws have changed

MCROBBIE 1994- study of girls magazine in 1970 it emphasised motherhood and now
shows independent women

CHANGES IN FAMILY-

-increased divorce + cohabitation + lone families affecting womens view as
sincreased women lead families where women take on breadwinner

CHANGES IN EMPLOYMENT

-1970 equal pay act

-1975 sex descrimination act

Greater career opportunities & better pay & role models = incentive for girls to
gain qualifications.

GIRLS CHANGING AMBITIONS

SUE SHARP interview study

1970=low aspiration + succes is unfeminine

1990=see future as independant woman

34
Q

what factors cause the gender gap in education

A

external:

IMPACT OF FEMINISM since 1960 womens self esteem and amibtions have increased
and laws have changed

MCROBBIE 1994- study of girls magazine in 1970 it emphasised motherhood and now
shows independent women

CHANGES IN FAMILY-

-increased divorce + cohabitation + lone families affecting womens view as
sincreased women lead families where women take on breadwinner

CHANGES IN EMPLOYMENT

-1970 equal pay act

-1975 sex descrimination act

Greater career opportunities & better pay & role models = incentive for girls to
gain qualifications.

GIRLS CHANGING AMBITIONS

SUE SHARP interview study

1970=low aspiration + succes is unfeminine

1990=see future as independant woman

internal:

EQUAL OPPOURTUNITIES

GIST - girls into science & technology.

WISE - women into science & engineering = encourage girls to pursue careers in
non traditional areas. Female scientists visit schools acting as role models

POSITIVE ROLE MODELS

Increase in female teachers & heads = positive role models for girls = show them
women can achieve

GCSE AND COURSEWORK

Way pupils are assessed favoured girls & disadvantaged boys.

Mitsos & Browne 1998 - concluded girls = more successful in coursework as
they’re more dilligent workers & better organised

TEACHERS ATTENTION:

boys and girls got diff attention

Jane & French 1993 - analysed classroom interaction, found = boys received more
attention because they attracted more reprimands.

CHALLENGING STEROTYPES:

removal of stereotypes from textbooks removes barrier to achivement

MARKETISTAION

girls are more likley tpo be accepted to better schools bcs they want better
grades

35
Q

whatr is the 2022 difference in gcse results between genders

A

The 2022 GCSE results show a 5.7% gender gap, with 52.5% of girls and 46.8% of
boys achieving grade 5 and above in GCSE Maths and English

Maths is the only subject where there is no gender gap - with 65% of both males
and females achieved grade 5 and above

gap is larger for humanities

36
Q

outline NIKE IDENTITIES

archer et al

A

symbolic violence leads them to seek alternative ways of creating self worth and
staus via brands

this leads to conflict with school dress code

37
Q

outline symbolic capital and symbolic violence

A

MC tatses gain symbolic capital which is recognised by schools

BOUDIOU - this creates symbolic violence as wc taste are seen as inferior

leads to w/c chasing nike identity (archer)

symbolic violence leads them to seek alternative ways of creating self worth and
staus via brands

this leads to conflict with school dress code

38
Q

what internal factors cause class difference in achivement

A

TEACHERS EXPECTATION

ROSENTHAL AND JACOBSON - picked 20% of pupils randomly and told the school that
these 20% are ‘spurters’ falsely. A year later they found out that spurters have
made the most significant progress.

LABELLING

teachers label their students on the baisis of sterotyped assumptions abt
background

BECKER - study of 60 chicago high schools found pupils are judged on how closley
they fit into the idea of ideal pupil

SELF FUFFILING PROPHECY

STREAMING

BECKER - WC children are more likely to find themselves put in a lower stream.
Once streamed it is usually difficult to move up - no hope

PUPIL SUBCULTURE

POLARISATION - process in which pupils respond to streaming by moving towards
one of two opposite poles or extremes, e.g. pro-school/anti-school subculture.

nike identities

39
Q

how does labelling affect achivement

-INTERNAL FACTOR

A

high schools-

BECKER - study of 60 chicago high schools found pupils are judged on how closley
they fit into the idea of ideal pupil

primary school-

RISTS - study on kindergardebns

found MC - neat and clean appearance. They were seated nearest to the teacher
and showed them great encouragement.

Other groups such as ‘clowns’ SEATED FURTHER AWAY

TONEY SEWELL - black masculinity is seen as threatning due to teachers racist
socialisation

CONNOLLY - soth asian boys are labbeled as high performers

40
Q

what are BARY SUGARMANS 4 w.c subculture values that act as a form of cultural
deprevation

A

BARRY SUGARMANS 4 W/C SUBCULTURE VALUES

  • IMMEDIATE GRATIFICATION - play rather than have deffered gratification
  • FATALISM- acceptence/ it is what it is so why work
  • PRESENT TIME ORIENTATION- lack of future planning
  • COLLECTIVISM - not tryna go up w out your bros
41
Q

how does cultural deprevation affect educational outcomes

  • +basil berstien + bary sygarman + melanie phillips
A

suggest w/c have inferior norms, values, skills and knowledge that prevent them
from achiveing

1)LACK OF PARENTAL INTEREST- no parental influnce

2)LESS ABLE TO HELP CHILDREN W HOMEWORK - due to shift work

3)RESTRICTED CODE - school system + exam board speak in elaborated code - BASIL
BERSTEIN

4)SINGLE PARENTS - MELANIE PHILLIPS argued that w/c are more likely to have this
therfore have less help

5)BARRY SUGARMANS 4 W/C SUBCULTURE VALUES

  • IMMEDIATE GRATIFICATION - play rather than have deffered gratification
  • FATALISM- acceptence/ it is what it is so why work
  • PRESENT TIME ORIENTATION- lack of future planning
  • COLLECTIVISM - not tryna go up w out your bros
42
Q

how does material deprevation cause differnce in educational outcomes

-GIBSON + asthana 1999

A

gibson + asthana (1999) pointed out correlation between low income and poor
performance

low income can affect performance via:

external:

1)COLD+DAMP CONDITIONS- low income households could lead to higher abscence

2)POOR DIET- skipping meals = less concentration

(national education union survey of 8000 teachers - 75% had fatigue and lack of
concentration due to poverty)

3)HIDDEN COSTS-books + educational toys + computers

4)STUDY SPACE- low income householdsare smaller leaving less quiet study space

5)FEAR OF DEBT-tuition fee anxiety

(connor - tuituion fefs in HE put w/c off)

6)PART TIME WORK- less study time

7)NO PRESCHOOL EDUCATION- no pre primary school boost

8)BAD SCHOOL AREA- poor area tend to have worse schools and less moeny to move
to good area

(STEPHEN BALL - marketisation means those who have more money have btter choice
of school)

eval-

deterministic

also culturally deprived

43
Q

feminist view on education

    • heaton and lawson
A

-enforces patriarchy

-favours men

-men hold doinance in education system

heaton + lawson - hidden curiculum is main source of gender socialisation in
school:

  • 1) childrens books and textbooks make women look dependant on men
  • 2)girls feel uncofmy around boys in class (resaerch into comp sci. class
    shows boys colonise space w out teacher intervention)
  • 3)teachers have sexist ideas (boys move chairs, girls clean)
  • 4)national curriculum does place equality on sterotypically genderef sports
    (football = boys = lots of attention, nteball = no attention)
  • 5)men outnumber women in senior management setting expectations for young men
    not women
44
Q

define exogenous privitisation in education

ball and youdell (2007)

A

involves cokmpanies taking over diffent asoects of uk education system allowing
the gov to spend more money on sector

-e.g. academies are allowed to seek 10% of fundng from businesses or charities

45
Q

define endogenous privitisation in education

ball and youdell (2007)

A

establishment of makret in education

-giving parents the right to choose

e.g. open enrolment + leuge tables

46
Q

what are selctive education policies

A

policies that allow schools to select pupils based on academic ability or other
criteria

policies include:

-1944 education act / tripartite system

(established 3 types of schools: grammer, technical(more vocational work) and
secondary)

-comprehensove 1965

(replaced tripartite system and made one school for all people)

-1988 education act

-selction since 1988

-independent schools and selection

47
Q

out line general of coalition government + policies

A

2010

conervative + liberal demovrat

educational policies designed to introduce more choice, competitioon and
efficency

such as

  • forced academisation

(schools which received an OFSTED grading of satisfactory or below were forced
to convert to academies)

  • free schools

(A Free School [https://www.gov.uk/types-of-school/free-schools] in England is a
type of Academy, a non-profit-making, state-funded school which is free to
attend. Free schools are not controlled by a Local Authority (LA) but instead
governed by a non-profit charitable trust.)

  • increasing university tuition fees

policies aimed at promoting educatiuonal oppoutrunity

  • fairness premium

(he Coalition expanded early years education so that disadvantaged two to four
year olds were entitled to 15 hours per week of pre-school educatio to increase
language skills in disadvanted ppl)

  • bursey
48
Q

outline what the colition policy to increase competiotion choice and efficeny is

(fairness premium)

A
  • fairness premium

(he Coalition expanded early years education so that disadvantaged two to four
year olds were entitled to 15 hours per week of pre-school educatio to increase
language skills in disadvanted ppl)

49
Q

outline what the colition policy to increase competiotion choice and efficeny is

(forced academisation)

A

schools which received an OFSTED grading of satisfactory or below were forced to
convert to academies)

50
Q

outline what the colition policy to increase competiotion choice and efficeny is

(FREE SCHHOLS)

A

(A Free School [https://www.gov.uk/types-of-school/free-schools] in England is a
type of Academy, a non-profit-making, state-funded school which is free to
attend. Free schools are not controlled by a Local Authority (LA) but instead
governed by a non-profit charitable trust.

EVAL- THEY DRAIN MONEY FROM LOCAL SCHOOLS AS PARENTS WITHRDAW THEIR YUTE TO MOVE
THEM HERE

51
Q

outline the new labour policies to promote inclusion

A

-education maintenence allowence

  • bursery

-every child matters

after high profile child abuse cases child welfare was public concern leadint to
this prograsmme which focused on

  • being healthy
  • staying safe
  • enjoyment and achieving
  • making positive contibutions
  • achieving economic wellbeing matters

-sure start

programmed aimed to improve outcomes of young children which:

  • improved affordable early year education and childcare
  • raise parents self esteem
  • improve child health
  • act as coomunity hub

-academies

  • recive funding direct from gov cutting out local education authorities
    allowing them to choose acceptance rates term dates etc

specialist schools

  • policy whervy if 50k was raised by sponsors the gov would match it
    kickstarting the schl to specialise in a subject allowing for parents to
    schoose a certain subjecy

curriculum reform

  • teaching of basic skills (it, literacy)
  • personalised learning for certains
  • citizenship introduced for social solidairty
  • made national curiculum flexible

increased focus on testing

52
Q

outline the new labour policy to promote inlcusion

(EDUCATION MAINTENENCE ALLOWENCE)

A

BURSERY

53
Q

outline the new labour policy to promote inlcusion

(EVERY CHILD MATTERS)

A

after high profile child abuse cases child welfare was public concern leadint to
this prograsmme which focused on

  • being healthy
  • staying safe
  • enjoyment and achieving
  • making positive contibutions
  • achieving economic wellbeing
54
Q

outline the new labour policy to promote inlcusion

(SURE START)

A

COMMUNITY HUB

programmed aimed to improve outcomes of young children which:

  • improved affordable early year education and childcare
  • raise parents self esteem
  • improve child health
  • act as coomunity hub
55
Q

outline the new labour policy to promote inlcusion

(ACADEMIES)

A
  • recive funding direct from gov cutting out local education authorities
    allowing them to choose acceptance rates term dates etc
56
Q

outline the new labour policy to promote inlcusion

(specialist schools)

A
  • policy whervy if 50k was raised by sponsors the gov would match it
    kickstarting the schl to specialise in a subject allowing for parents to
    schoose a certain subjecy
  • -parentocracy
57
Q

outline the new labour policy to promote inlcusion

(CURICULUM REFORM)

A
  • teaching of basic skills (it, literacy)
  • personalised learning for certains
  • citizenship introduced for social solidairty
  • made national curiculum flexible
58
Q

outline what new labour is

A

new labour= tony blairs labour

they wanted m/c votes so follwed new right ideology hence new labour

they created policies to ptomote inclusion such as:

-curiculum reform

-specialist chools

-academies

-sure start

acronymn - CASS

59
Q

evaluation of 1988 education reform act

A

eval

+gcse grades have incresed in past 30 yrs

  • could b argued that it coulda happened w out marketisation

+no gov thought of anything better since

-schools teach to test bcs of league tables not teach to educate

-mental health due to tets(One recent 2018 survey of primary school teachers
[https://neu.org.uk/press-releases/sats-do-not-benefit-childrens-learning-and-are-bad-their-well-being-neu-survey]found
that more than 90% of primary school teachers think SATS impact negatively on
their pupils’ well-being.)

-rich ppl have more choice than poor(transport + moragdeg cost)

-the best schools pick best pupils STEPHEN BALL- middle class parent want good
schl nd vice vers bcs m/c grades are higher

-polarisation - best schools get better worse get worse

-more testing = more negatuve labeling

60
Q

out line role of local education authorities

A

allocate pupils into local schls

prior to this act parents had no say

61
Q

outline the 1988 education reform act

A

introduced marketisation into education with league tables and open
enrolement{this is where yu can pick multiple options nd specify one as first
choice}

(marketisation + parentocracy)

also added:

narional curiculum

gcse

ofsted

formula funding{more money from gov for more yute}

62
Q

new right general beliefs in context of education

A

new right belibe jn;

parentocracy

marketisation

chubb and moe - The marketisation of education

-state run education imposes a single type of school regardless of wishes/ needs
of parents

-free market should exist in education

-argument is based off a study where 60k pupils from low income families who
attended 1015 state/ private schools , it was found low income families do 5%
better in private school

new right policies in education:

league tables

marketisation - education makret - schools run lile firm

league tables give parents an informed choice of what school to send their child

schools therefore compete lile firm as they compete in quality of edu to recive
gov money

new vocationalism

subjects should teach how to work to stimulate econ growth

national curriculm

create shared values

eval:

-forced national curricul contradics freedom in market

-competition neglects rural communities with inabality to freely switch schl

63
Q

neoliberalism + new right general beliefs

A

believes free-market principles are the best way to organise society.

The New Right is a political movement in the UK which has applied neoliberal
thinking to social policies

neo believe in:

-deregultion

-fewer worker protections

-privatisation

-less taxs

64
Q

statistic to show gap in grades due to social class

A

2018/19 only 41% of pupils eligible for free school meals achieved at least
grade 4 or C in English. and maths compared to 69% from others

65
Q

ourline WILLIS lads counter culture

-MARXISM

A

the NEO MARXIST willis critises traditional marx view that school makes us
subordinate as some activley reject the rulling class ideology - yet he argues
due to the lads counter culture people still leave schhol as a member of an
easiy explotable workforce

studied 12 w/c rebelious boys and decribed their relationship as a
counter-culture with the characteristics:

1) feel superior to others

2)put no value on academic work

3)objective of school was to miss as much as possible

this results in an explotable workforce as due to a lack of qualifications often
these men are subjected to low paying manual labour jobs in which they would be
incapable of rising corporate ranks

EVALUATION

-lacks generalisability - only conducted on 12 white boys from one school

EVIDENCE

-supports view that w/c put no value on academic work: 2018/19 only 41% of
pupils eligible for free school meals achieved at least grade 4 or C in English.
and maths compared to 69%

66
Q

how do schools values correspond to work values - MARXISM

A
  • Passive subservience of pupils to teachers corresponds to Passive
    subservience of workers to managers
  • Acceptance of hierarchy (authority of teachers) corresponds to Authority of
    managers
  • Motivation by external rewards (grades not learning) corresponds to being
    Motivated by wages not the joy of the job
67
Q

traditional MARXISTS argues the education system performs 3 functions for the
elites…

A

REPRODUCE CLASS INEQUALITY

-middle class are more likely to succeed in school and workforce bcs of higher
cultural + material capital

  • evidence - longitudibnal study found that socioeconomic status and private
    schooling affect individuals chance of succces as results show ‘‘An
    individual who has a parent who is a manager and who attended a private
    school is around 7 percentage points more likely to enter the highest status
    occupations.’

LEGITIMATES CLASS INEQUALITY

-uses myth of meritocracy to brainwash people into accepting their status

TRANSMITS CAPITALIST IDEOLOGY

-socialises children to accept authority, heirachy and labour

  • bowles and gintis correspondence prinicple
  • critism -Henry Giroux, says the theory is too deterministic. He argues that
    working class pupils are not entirely molded by the capitalist system, and do
    not accept everything that they are taught
68
Q

what is the role of education according to FUNCTIONALIST PARSONS

-socialisation into value of achivement and value of equality

+eval

A

2)socialise into 2 values:

1- value of achievement

2-value of equality of oppourtunity

value of achivement - gained through schools rewarding high results

value of equal oppourunity - gained through observing how everyone is equal in
tests

(meritocracy)

  • both winners and loosers will see system as fair due to value of equality and
    would try harder to achive due to value of achivement (harder worker = better
    for firms)
  • this is imprtant for society and individuals - modern society requires
    workforce which neccessitates differential reward for differential achivemnt
    -

EVAL- marxist - correspondence priciple

marxist - myth of meritocracy - wealthier students from higher socio-economic
backgrounds still, in 2022, get better results

69
Q

what is the role of education according to FUNCTIONALIST PARSONS

-bridge into wider society

A

1)school acts a bridge into wider society from the family for children

-it is imprtant for a child to move from the particulasristic standards and
ascribed status of the family to the universalistic standards and achieved
status in society

  • universalistic standards are introduced in education as the same standards
    are applied to all students
  • achieved status is introduced via education from pupils performance in
    examinations
70
Q

WHAT IS THE FUNCTION OF EDUCATION ACCORDING TO FUNTIONALIST: PARSONS

A

1)school acts a bridge into wider society from the family for children

-it is imprtant for a child to move from the particulasristic standards and
ascribed status of the family to the universalistic standards and achieved
status in society

  • universalistic standards are introduced in education as the same standards
    are applied to all students
  • achieved status is introduced via education from pupils performance in
    examinations

2)socialise into 2 values:

1- value of achievement

2-value of equality of oppourtunity

value of achivement - gained through schools rewarding high results

value of equal oppourunity - gained through observing how everyone is equal in
tests

(meritocracy)

  • this is imprtant for society and individuals - modern society requires
    workforce which neccessitates differential reward for differential achivemnt
  • both winners and loosers will see system as fair due to value of equality
    and would try harder to achive due to value of achivement (harder worker =
    better of fitrms)

EVAL- marxist - correspondence priciple

marxist - myth of meritocracy

71
Q

DEFINE VALUE CONSENSUS

A

a society in which everyone can agree on goals, morals and ethics. This is a
Functionalist view, as they believe that without the value consensus, social
order is impossible.

72
Q

DEFINE ACHIEVED STATUS

A

IN CHILDHOOD STATUS IS TYPICALLY ASCRIBED

in adult life in wider society status is widely achieved for example via
occupational skills

73
Q

UNIVERSAL STANDARDS

A

individuals in wider society are treated and judged in the terms of universal
standards

74
Q

DEFINE PARTICULARISTIC STANDARDS

A

this is where a parent does judge their child by comparison to others rather
judging them on thier own unique criteria

75
Q

DEFINE ASCRIBED STATUS

A

status given to one at birth and is fixed (sex / race e.t.c)

76
Q

DEFINE HIDDEN CURICULUM

A

-this describes the norms and values that are taught indirectly by proxy of
teaching other subjects

e.g. the concept of punctuality is taught through punishment given to lateness
despite punctuality not being a subject

77
Q

What are the 2 main functions of education according to FUNCTIONALIST: DURKHIEM

+evalusation

A

SOCIAL SOLIDARITY

  • the teaching of a countrys history gradually socialising children into a
    sense of solidarity and shared heritage

eval- marxists argue that we dont gain shared solidarity values rather education
transmits the values of the ruling class

SPECIALIST SKILLS

  • education teaches specialist knowledge that are needed for an idnividuals
    place in the social division of labour - this acts as hidden curiculum

socio education (1 decks)

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