DEA: Class key concepts Flashcards
Ingratiation
inside: (woods) response of being the teacher’s pet, conformist and ideal pupil
Ritualism
inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal
Retreatism
inside: (woods) response of daydreaming and mucking about- seemingly non-ideal
Rebellion
inside: (woods) outright rejection of everything school stands for- non-conformist/ideal
Culture of masculinity
inside: (willis) manual labour/physical work seen as more worthy than “pen-pushing” or academic work
Anti-school subcultures
inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)
Pro-school subcultures
inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)
Labelling
inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity
Educational triage
inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting
A-C economy
inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C’s or above at GCSE, boosting league table position
Setting & streaming
inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)
Self-fulfilling prophecy
inside: looks at labelling effect on pupils’ progress, how predictions made of success/failure tend to come true because he prediction was made
Non-ideal pupil
inside: w/c stereotypes to prejudge
- from manual background (w/c)
- scruffy appearance
- lack of motivation
- non-conformist & difficult to control
Ideal pupil
inside: m/c stereotypes to prejudge
- from non-manual background (m/c)
- smart appearance
- highly motivated
- conformist behaviour
Self-concept
inside: others being the most important source of influence over how we view ourselves and how we choose to act
Deterministic
assumption that w/c culture is inevitably passed on
Cultural capital
outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc
Symbolic capital
outside: status and recognition through resources available to the individual, honour and reputation
Nike identity
outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in ‘styles’ or brands e.g nike
Restricted language code
outside: (bernstein) mainly w/c
- limited vocabulary
- context-bound speech (slang)
- grammatically simple
- short and descriptive sentences
Elaborated language code
outside: (bernstein) mainly m/c
- extensive vocabulary
- grammatically complex
- provides better means of communicating abstract/scientific ideas
- explicitly verbalises so can be understood widely
Compensatory education
outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines
Present/future-time orientation
outside: (sugarman)
- PTO, viewing the present as more important than the future, no long-term future goals
- FTO, planning for future and long-term goals as more important
Immediate/deferred gratification
outside: (sugarman)
-IG, seeking rewards and pleasure now and not being
prepared to sacrifice for future benefits
-DG, put off present pleasures for future rewards
Collectivism/individualism
outside: (sugarman)
- C, valuing being part of a group> succeeding as an individual
- I, individual should not be help back> group loyalties
Fatalism/self-determination
outside: (sugarman)
- F, a belief in fate: you cannot change your destiny
- SD, you can change your fate through your own efforts
Cultural deprivation
outside: lower classes being deprived of the “right” values, attitudes or skills essentials for educational success e.g parents, immediate gratification
Material deprivation
outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs
Compensatory educational policy
attempts to intervene in the socialisation process (troubled families programme, surestart)
inside: (woods) response of being the teacher’s pet, conformist and ideal pupil
Ingratiation
inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal
Ritualism
inside: (woods) response of daydreaming and mucking about- seemingly non-ideal
Retreatism
inside: (woods) outright rejection of everything school stands for- non-conformist/ideal
Rebellion
inside: (willis) manual labour/physical work seen as more worthy than “pen-pushing” or academic work
Culture of masculinity
inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)
Anti-school subcultures
inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)
Pro-school subcultures
inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity
Labelling
inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting
Educational triage
inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C’s or above at GCSE, boosting league table position
A-C economy
inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)
Setting & streaming
inside: looks at labelling effect on pupils’ progress, how predictions made of success/failure tend to come true because he prediction was made
Self-fulfilling prophecy
inside: w/c stereotypes to prejudge
- from manual background (w/c)
- scruffy appearance
- lack of motivation
- non-conformist & difficult to control
Non-ideal pupil
inside: m/c stereotypes to prejudge
- from non-manual background (m/c)
- smart appearance
- highly motivated
- conformist behaviour
Ideal pupil
inside: others being the most important source of influence over how we view ourselves and how we choose to act
Self-concept
assumption that w/c culture is inevitably passed on
Deterministic
outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc
Cultural capital
outside: status and recognition through resources available to the individual, honour and reputation
Symbolic capital
outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in ‘styles’ or brands e.g nike
Nike identity
outside: (bernstein) mainly w/c
- limited vocabulary
- context-bound speech (slang)
- grammatically simple
- short and descriptive sentences
Restricted language code
outside: (bernstein) mainly m/c
- extensive vocabulary
- grammatically complex
- provides better means of communicating abstract/scientific ideas
- explicitly verbalises so can be understood widely
Elaborated language code
outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines
Compensatory education
outside: (sugarman)
- PTO, viewing the present as more important than the future, no long-term future goals
- FTO, planning for future and long-term goals as more important
Present/future-time orientation
outside: (sugarman)
-IG, seeking rewards and pleasure now and not being
prepared to sacrifice for future benefits
-DG, put off present pleasures for future rewards
Immediate/deferred gratification
outside: (sugarman)
- C, valuing being part of a group> succeeding as an individual
- I, individual should not be help back> group loyalties
Collectivism/individualism
outside: (sugarman)
- F, a belief in fate: you cannot change your destiny
- SD, you can change your fate through your own efforts
Fatalism/self-determination
outside: lower classes being deprived of the “right” values, attitudes or skills essentials for educational success e.g parents, immediate gratification
Cultural deprivation
outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs
Material deprivation
attempts to intervene in the socialisation process (troubled families programme, surestart)
Compensatory educational policy
