Education Flashcards
What are the functions of education ?
Creating social solidarity
Teaching specialist skills
how is culture transited in schools ? how does school prepare us for the wider society ?
Transit societies culture via teaching history and transmit shared norms and values
School = society in miniature. Prepares us for life in wider society.
School teach skills and transmit knowledge needed for the work place
What impact does this have on society and the individual ?
Teaches norms and values
Makes society more integrated
Specialist skills allow you to get a job
what did durkheim say education promotes ?
Education promotes social solidarity - shared norms and values
The whole is more important than the individual
History teaches us shared norms and values and interests
Usa founding fathers , pledge of allegiance. Uk : WW2
School is a mini society where children learn how to become members of society and fit in
What does school do ?
Rules , hierarchy , exam assemblies etc all help
School rules + punishment reflect crime and justice
Family has different rules + procedures + cannot provide this
What does education specialise in and skills needed for jobs ?
School are therefore vital in supporting the smooth running of society
Keywords: value consensus, specialised labour, mini society, history, homogeneous, whole more important than individual
What does a person say about the functions of education ?
Sees school as the focal socialising agency in modern society
Acts as a bridge between the family and wider society
How are they performed by the education system?
Child is judged by particular standards
School and wider society judge us all e.g school sit the same exam to see if we passed or failed
A person status is achieved not ascribed
Meritocracy - everyone is equal and equal opportunity
Summary of parson
School is a bridge between the daily and wider society
Move from particularistic standards of the family to universalistic values of society
I.e in the family you are special to your parents and you are treated as an individual
In society you’re judged against standards because people don’t know you e.g exams , interviews and cvs
Education is a meritocracy - a system based on intelligence , ability and effort
Meritocracy is the fundamental principle of a capitalist society of our lives
School also teaches the value of society competition , challenge , drive , hardwork
School ask miss to complete with her pp
What did David and moore say about education ?
School sift and sort grade pupils according to their ability
The most talented get high qualifications which lead to important jobs
Important jobs get high rewards
Least able hardworking get the low status and lower paid jobs
However all jobs are vital they all support a smooth running society
What is the evaluation of the functionalist view of education?
Old boy network - m/c have links and are more likely to get into better education than from lower class
Class inequality
Ethnic inequality
Outdated world has changed , workforce has changed there’s been a decline in primary industrialisation
Durkeim assumes the values transmitted in schools are those of society as a whole rather than those of powerful groups.
Marxism values are transmitted in school
Parson fails to look at diversity of values in society
Is competition a healthy thing ?
Who wins and who loses ?
Education does not make the most of human capital because its not truly meritocratic
Many qs the idea of education being a meritocracy as meritocracy could be a myth
David + moore are wrong. Social class prevents the education system sitting and grading according to ability i.e m/c do better at school than those from w/c
Marxism and the role of education
Education doesn’t make the most of human capital because its not truly meritocratic
What does louis althusser 1197 say ?
Marxixts see the capitalist ruling class maintain their dominant position .
The state consists of 2 elements or apparatuses both keep the bourgeoisie in power.
The repressive state apparatuses RSA maintain the rule of bourgeois by force or threat.
Use force to repress the w/c
Ideological state apparatuses ISA maintain the rule of the bourgeoisie by controlling people’s idea
Education reproduces class inequality by transmitting from generation to generation
Schools replaced church as the main agent of ideological control (indoctrination)
Secularisation
Prepares us for our role in the workplace
Some of us train as workers , other train as managers
School is an agent of exploitation and oppression
What did bowles and gittens say ?
Correspondence theory close parallel between school and work capitalist society
School and workplace are both hierarchy
Head teachers and bosses are ar the top while student and workers are at the bottom
School mirrors the work place
what is the hidden curriculam ?
refers to the unwritten rules, values and normative patterns of behaviour which students are expected to conform to and learn while in school ?
what is some example of things taught through hidden curriculam ?
- repsecting authority
-respect for other pupils opinion
-punctuality
-aspiring to achieve - having a worl ethic
what are some conflicts and consensus views of the hidden curriculam ?
functionalist - would see these norms and values as a way of society to function properly abd fir the individual to function in that society
conflict theories such as marxism and feminism would see this teaching norms and values as teahcing peop;e to accept the principile of capatalism or patriachy
what is the marxist perspective of the hidden curriculam ?
the idea of the hidden curriculam was a key idea within the marxist perspective of education
bowles and gintins - mention in their correspondance principle when they argued that the norms taught through it got children ready for the future exploitation at work
accpeting teachers= accepting managers and boss
the learning of values was part of ideological control
what is the feminist view of education ?
argue that hc is a major source of gender socialisation within schools
in schools there are books with modern fam and r taught how male are dominant within the fam
subjects are aimed at certain genders eg food tec
how relevant is hc today ?
most of the concept of hc is that all these behaviours are formally encoded in school rules - so not really hidden
what does paul wittis study ?
hpw wc get wc jobs
counter anti school subculture
rejection of school prepares the lad sfor rejection in their low status jobs
dealing with boredome and authority = same as work froce
differs to biwles and g as they are making a conscious decision to mess arounf not subserviant to schools
evaluate with bowlsgitt
what does bourdie say about cultural capital and cultural reproduction ?
cc - knowledge , values and language- having the right culute to suceed
adv - through socialisation mc children have better ability to grasp abstract ideas - more intellectual - gives of adv to mc
mc kids have an adv cuase they have been socialised into the dominant culture
mc parents have the knowledge of how to play the systems in their favour
reproduction takes place via the socialisation of the young thereofr ethe mc kids grow up to have mc jobs - who have more kids who grow up to be mc - reproduction
what does md mean and what writer talks about it ?
what did marchin and tanner say ?
md -n nit have access to resoruces
marchin 2003 - students from lic fam are put off education due to the expense and tuition fees
tanner 2003 - cost of items such as transport uniforms book equipmetn etc places a heavy burden on the poor , poor students may have to buy second hand stuff and cheaper - unfashionable equipment - bullying and stigmatised
what does cd mean and what did douglas and ridge say ?what
cd - not having the right cultural values
douglas parental interest
mc parents gave greater attention to childrens education thann wc
mc p expected more from their children and gave more rewards’
ridge - children in poverty take on jobs such as babysitting , cleaning this has a neg impact on their school work
what does linguestic d mean and what did bernstein say ?
ld - not having the right speech
bernstein - mc and wc have different way of speaking
wc have a restricted code - mc have elabaorated code
bernstein belived that mc kids could use both codes switching when the needs arose
this put wc at disadv at school where formal elaborated code was common
what did blackstone and moretimore say ?
wc parents do care as much as mc
wc p feel less confident about dealing with schools but wc do not know ther system as well as mc p
what do func say about education ?
the role of edu is purpose is to prepare pupils for the workf to be skilled and productive workers also to promote value concensus and create social solidarity
like edu
what do marx say about education ?
marx sees the role of edu to maintain the capitalist system and promote rc ideology to create passive and obediant workers
dont like it
what are the key themes of nr of role of education ?
- state cannot meet the needs of pupils and parents education should be marketised
- one size fits all approach is not working
- parents and pupils need more choice
- voucher system
- believe edu should socialsie into shared values such as competition and insists a sense of national identity
what do chubb and moree say ?
chubb and moe 1990 - argue that american state education has failed
disadv groups - lc e and reli minorities have been badly served by state educ - no equal oppresion
state edu is inefficient - fails to produce pupils with the skills needed by the economy
priv school - higheer quality because they pay , they do better at meeting needs of economy because parents pay
what are the similarities and diff with func and marx to nr and what do nr argue and what is their solution ?
diff with the func is that the nr dont believe that the current educt
system is achieving
agree with func - education is a meritocracy and should prepare ppl for the wf
marx - recognise inequality for lic students in state education
nr argue schools that get poor results are not answerable to their consumer this means lower standards of achievements a less qualified wf and a less prosperous economy
nr solution - to this problem is the marketisation of education creating an education markert
believe competition between schools will empower the consumrs
what are the evaluation of nr ?
gewiritz and ball argue that competition between school benefits the mc they use their cultural and economic capital to gain access to desirbale schools
critics argue that the real causeof low edu standards is not not state control but social inequality and inadequate funding of state schools
marx argue that edu does not impose a national culture but imposes the culture of a dominant minority rc
turns a blind eye for those in need
what does marketisation mean ?
the policy of introducing market forces of supply and demand into a real run by the state act as business
where schools were encouraged to compete against each other and act more like private businesses rather than institutions under the control of local government.
e.g school should compete with each other to attract customer to drive up standards
what are the key themes of pm ?
- move from the modern era late 18th century - mid 20th century to the post modern era 1960
- developments in tech and science theres risk more diversity in a global society
pm argue that the period we are living in is diff from other times in history - edu needs to adapt to the enormous changes that are taking place within societies on a global level
decline in meta narrative - no longer a beleif in hte big absolute truths e.g reli and science no longer have all the answers
- loss of teacher authortiy - how can they claim to be experts
post fordism - changing productions manufacturing techniques no more jobs for life - national one size fits all curriculam no longer sufficient need to be better prepared for a rapidly changing workforce
rapid technologies and social change increaed diversity in society more risk and uncertainty , surveilance society-
increased testing of students
what are the 4 changes that pm have said that taken place ?
move to post fordism - no longer jobs for life methods of production and consumptionpatterns are rapidly changing
this means that the future wf must be trained in school to be multi skilled ppl should expect to change jobs throughout their lives
usher and thompson - no longer exist , need to be multiskilled ,manufacturing in declines school no longer mirrors the workplace
- societies become more fragmented and diverse , more multi cultural and more secular and diverse e.g gaay and lpf - fd
this means - having a national curriculam is not suitable as a result cultural society - educarion is vital to foster a sense of togetherness - impose a new curricualm whcih meets the needs of all groups
- a collapse of the economy hebdidge there is no one true knowledge any theory is meta narrative - teachers ? have lsot authority and cant ake grnad kniwledge ckaimcurriculam one size fits all doesnt work
- an increase in all types of surveillance pm argue todyas society we are continouosly ebing observed and monitoes which means more tests exams and assesments in education - data on pupils too much for pupils
what does moore and hicok say ?
the rpaid changes in society means is is impossible to provide a curriculam which meets the needs of everyone
what are the similarities and differences between func and marx to pm ?
marx claim that school mirrors the work place pm say it doesnt anymore - difference
one size fits all - curricualam is not suitable - nr
what does usher and thompsan say ?
school in a pm society can break free from the one size fits all and oppresive uniformity of edu system of the modern era
what are the evaluations of pm ?
pm exxagerate the extent of diversity- e,g the national curriculam is a one size fits all state controlled curriculam that gives little scope for expressing minority cultues
critical modernists argue that pm also ignore the continuing importance of inequality in education
pm have identified important trends towards diversity in both society and education
what does hc mean ?
hc things that are learnt informally in schools which often mirror the wf
- shcools have detentions and behavoir system to reward you
- schools grade pupils on their abiities
- schools dont let pupils have control over what subjects are taught
- shcools make boys and girls play different sports
- teahcers treat boys and girsl differently
- schools demand pupils to be punctual
what do feminist say about the role of education ? and what are the main themes ?
school and edu reproduces patriachy
connel - school reinforces hegomonic masculinity
haywood mac an ghall - schools reinforces gender identities tell boys off for being irls and ignore boys verbal mabusr of girls
what does heaton and lawson say ?
hc reproduces gender inquality and promotes gender stereotypes
books, students, teacher and patrichal curriculam , role models - patriachal curriculam ,
what did spender say ?
school patriachal and male dominant male ideas , male dominated
male ideas , male heads male management boys make 2x as many qs and demand
boys dominate classroom therefore women are invisible
teacher expectations are womens as housewife and man as breadwinner
what does stanworth say ?
teachers ofern give more encouragement for boys to go uni and not girls
students are pushed into certain subjects according to their gender
boys = science , maths , busines and it
girls = english ,arts social sciences
all teachers take more interest in biys acheivements
discrimination - girls artificially failed so boys can suceed
girls therefore have low paid jobs, low status jobs
gender and education attainment
what factors affect educational success?
internal - in school factors - school based factors
- teacher pupil interactions
- quality of teaching
- class room management
- labelling
school policies - staffing
- exam and sets
external - out of school factors - home family changes in wider society
- home
- family
- changes in wider society
what does sue sharp and wilkinson genderquake say ?
ss - girls priorities have changed
- more assertive
- more ambitious
- more confident
wilkinson - gendedrquake women have had a siginificant shift in thier expectations thier focus has moved away from traditional roles and towards career etc
what are girls improvements and their internal school factors ?
pos role model in school - increase in the n0 of female teachers and headteachers
gcse and coursework
mitos and browne 1998 - girls are more succesful in course work as they are more conscientious and better organised
what are girls improvements and their external school factors ?
changes in the fam - more lpf means more female bw , more financial independant role models for girls
francis 2001- found girls have high career ambitiouns - very few saw thier future in traditional female jobs
suesharp - marriage and families are no longer priorities , girls are more likely to see their future as independent women with careers
why are boys not achieving as much internal factors ?
francis 2001- boys disciplined more harshly and fely pciked on by teachers who had low expectations on them
swan 1998 - differences in communications style boys dominate whole class discussions
girls take turn speaking - teahcers react more positively to them #
why are boys not achieving as much external factors ?
mitos and browne 1980s - since 1980 theres been a decline in heavy industries
heavy industries have outsourced this decline in traditional male employment has lead to an identity crisis for men
this demotivates boys at school as they think they have little opportunity to get a job
epstein - wc boys liekly to be harassed and labelled as siisies and subjected to homophopic comments if they appear to be swats
gender suject choice and identity
what is globalisation ?
decline of traditional male wc jobs ee.g manufacturing which now have been outsourced - boys demotivated crisis in masculintiy
what are the trends in subject choice ?
boys more liekly to choose practical and science based subjects , maths
girls - humanitariean and languages
voacational courses - reflects gender sivisions in the work place
what is gender subject choices ? what does kelly argue ?
kelly argues science is seen as a boys subject - science teahcers most likely to be male
- anne collely says - it is seen as a masculine subject as it involves working with machines
- dianna leonard 2006- comapred to mixed schools girls in girls school 2.4x likely to take physics , (or maths and science)
- while boys in boys school more likely to take english and language
what is gender role socialisation ?
norman - boys girls dressed differ given dif toys has envourage to do diff activities
bryne show that school has a role , teachers teachboys to be tough and not to be weak and girls to be quiet helpful , clean and tidy
el wood 1998- shows how these lead to different subject chocies
what is gender domain ?
their tasks and abilites
browne and ross- argue that children beleif about gd are shaped by the early experiences
e,g- fixing a car boy looking after a sick girl
murphy - boys and girls pay attention to different details even when teaching the same task - girls more focus on pplfeeling and boys is how things made
- girls choose humanities biys choose science
what is gender identity and peer pressure ?
subject chpice can be influenced by pp
paetcher 1998 - found that because pupil see sport as mainly within the male gender domain , girls who are sporty opt out
dewarl - found that girls who choose sports are called lesbian
in mixed schools theres something doing pysics that is off putting
in contrast an absence of pp in same sex school explain why girls choose traditional boys subject
what is gendered career options
reasons for differences in subject choices is the fact that employment is highly gendered
women job offer - housewife, cleaning , child care and nursing
if boys know a course is mainly female theyre less likely to choose it
gender education and identity
what school experience, reinforces steroetypical male identity and female identity
se - verbal abuse if b and g dont conform to gender norms
mi - homophobic verbal abuse parker - found that boys were labelled gay for simply being friendly
fi - connely - male name calling of girls they dress or behace a certian way
boys call girls slags
se- male peer groups
use verbal abuse to reinforce their defini of masculinty
epstein and willis show boys in asc often accuse boys who want to do well at school for being gay
mac an ghail - boys ass wc boys use abuse to reinforce masculinty id in the peer groups
what school experience, reinforces steroetypical male identity and female identity
se- teacher discipiline
mi -
hagwood and mac and ghall found that male teachers tolf boys off for behaving like girls. and teased them when they gained lower amrks than girls
askew and ross - show how male teachers behaviour can reinforce messages about gender
e.g male teachers often have a protective attitude towads female colleagues to resuce them by threatening pupil who are disbehaving
fi - teachers tend to ignore boys va of girls and blame girls for attracting it
what school experience, reinforces steroetypical male identity and female identity
se- male gaze
mi male pupils and teachers look girls as sexual objects
judgement about their appearnce
boys who dont participate labelled as gay
fi - girls are pressured to look or appear a certain way
se- policing identity- fi
wc girls gain symbolic capital from their female peers by performing hyper heterosexual feminine identity
change their appearance because theydont want to be risked being called a tramp
jessica - being popular is crucial to a girls identity
what school experience, reinforces steroetypical male identity and female identity
double standards - girls called slgs if they dont have a steady bf or if she speaks or dresses a certain way boys get to boast about their behaviour
what does becky francis the boffin say ?
research based on interviews with y8 - the age boys start to disengage with school
- those who continue and work hard face the problems of laddish behaviour which attracts more popularity and status
laddishness - opposing school practices and learning
label is more applied to boys if they are high achievers - the label may invovle homophobic verbal or physiscal bullying
- academic sucess is for many secondary school pupils , constructed as incompatibale with social popularity
what does archer say about hyper hetrosexual feminine identities ?
wc g spent considerable time,effort and money sonstructing glamourous and desirable hetrosexual identities
-bf having a bfbrought symbolic capital for these girls but also got in the way of school work and lowered grils aspirations
this included losing interest in going to uni , studying masculine subjectd such as science and gaining a professional career
- being loud , some wc girls adopted being loud fi that often lead them to be outspoken and assertive
what dilema are wc girls faced with ?
either gaining symbolic capital from their peers- hyper heterosexual fi or gainign educational capital
