education Flashcards
1
Q
new vocationalism- conservative policies 1979-1997- YTS
A
introduced in 1980s, training offered NEETS (young people not in education, employment or training) - if young people did not accept this training their benefits were taken away from them
2
Q
new vocationalism conservative policies 1979-1997- NVQs
A
on the job training, not seen in the same light as academic qualifications. popular with trades jobs
3
Q
new vocationalism- conservative policies 1979-1997- GNVQs
A
training in key sectors- health and social care, leisure and tourism. enambles students to develop skills for workplace
4
Q
1988 education reform act- conservative 1979-1997- national curriculum
A
key stages were added in schools to standardise education and ensure a certain level of literacy and numeracy
5
Q
1988 education reform act- conservative 1979-1997- SATS
A
introduction to standardised testing, tracked the progress and quality of testing
6
Q
1988 education reform act- conservative 1979-1997- league tables
A
used to assess schools and raise standards, involved marketising schools and giving parents choice to choose their preferred school
7
Q
1988 education reform act- conservative 1979-1997- OFSTED
A
quality assurance to check the level of education was suitable and to raise standards
8
Q
labour 1997-2010- new deal
A
aimed at unemployed NEETs who were offered voluntary work for 6 months/job with training or full time education
9
Q
labour 1997-2010- 14-19 diploma
A
provided and recognised a respected route into further and higher education or direct employment, focuses on different vocational areas
10
Q
labour 1997-2010- sure start
A
network of organisations set up in 2000 to support lower class/ disabled parents-to-be, parents and children and give them a ‘sure start’
11
Q
labour 1997-2010- EMA (education maintenence allowance)
A
students from low-income families following post-16 courses at school recieve grants- up to £30/ week
12
Q
labour 1997-2010- excellence in cities
A
additional funding given to schools in disadvantaged areas. money spent on clubs and equipment
13
Q
labour 1997-2010- curriculum 2000
A
split the a level into 2 separate courses. AS in 1st year and A2 in 2nd year giving ppl chance to leave after 1st year. new subjects added to a level
14
Q
labour 1997-2010- city academies
A
‘failing’ schools were given opportunity to have academy status and gain extra funding from sponsors
15
Q
labour 1997-2010- embedding of literacy and numeracy
A
developed skills, prepare for workplace, raise standards
16
Q
coalition 2010-2015- introduced apprenticeships
A
ability to ‘earn whilst you learn’ , trained in ‘skills employers want’
17
Q
coalition 2010-2015- changes to GCSE and a level reform
A
moved away from coursework and a levels taken at end of 2 years- removal of AS level
18
Q
coalition 2010-2015- inreoduction of the EBacc
A
english, maths, sciences, geography or history and a language
19
Q
coalition 2010-2015- phonics and modification of SATs
A
focus on raising standards of literacy and numeracy
20
Q
coalition 2010-2015- proposal of expansion of academies
A
‘outstanding’ schools could now become academies, raised standards as institutions strived towards this
21
Q
coalition 2010-2015- intro of free schools
A
opened in areas ‘where they are needed’. state funded and set up by parents + teachers
22
Q
coalition 2010-2015- proposed expansion of grammar schools
A
revival of grammar schools to raise standards
23
Q
coalition 2010-2015- pupil premiums
A
allocated to children in low-income families, money given directly to schools to support students
24
Q
coalition 2010-2015- increase in HE fees
A
increased to 9k/ year in 2012 to raise standards
25
conservative 2015 on- expansion of apprenticeships
full-time paid jobs with training
26
conservative 2015 on- expansion of grammar schools
'revival' and expansion of grammar schools- raise standards and increase choice
27
conservative 2015 on- expansion of academies
schools labelled as 'oustanding' given academy status
28
conservative 2015 on- expansion of free schools
theresa may vowed to build 140 more free schools but this did not occur
29
conservative 2015 on- GCSE grading system
1-9 grading system introduced, less coursework and more challenging exams
30
conservative 2015 on- mass changes to linear A levels
exams now taken at end of 2 years, removal of AS level
31
conservative 2015 on- further increase of tuition fees
minimum of £9,250 a year
32
conservative 2015 on- continuation of pupil premium
funding available for low income families
33
conservative 2015 on- additional COVID funding
funding provided by govt to provide catch up sessions to those with learning gaps
34
NEEDS OF ECONOMY- conservative 1979-1997
- new vocationalism
- 1988 education reform act
35
NEEDS OF ECONOMY- labour 1997-2010
- 14-19 diploma
- new deal
- embedding of literacy and numeracy
36
NEEDS OF ECONOMY- coalition 2010-2015
- intro of apprenticeships
- changes to GCSE and A level curriculum
37
NEEDS OF ECONOMY- conservative 2015-now
- expansion of apprenticeships
- mass changes to GCSE/ A level curriculum
38
DIVERSITY AND CHOICE- conservative 1979-1997
- new vocationalism
(critique from marxists finn/ green/ cohen)
39
DIVERSITY AND CHOICE- labour 1997-2010
- city academies
- curriculum 2000
- new diploma (2008)
(their main aim was to create equality)
40
DIVERSITY AND CHOICE- coalition 2010-2015
- free schools
- new academies
(generally free schools were set up by MC parents who understand the system)
41
DIVERSITY AND CHOICE- conservative 2015-now
- grammar schools
- academies
- free school expansion
(the 11+ test actually determines who gets into grammar schools)
42
EQUALITY OF OPPORTUNITY- conservative 1979-1997
- 1988 educational reform act
- new vocationalism
(marxists finn/ green/ cohen)
43
EQUALITY OF OPPORTUNITY- labour 1997-2010
- compensatory education
- new deal
- raising of leaving school age
(coalition critiqued spending and retracted funding of EMA and sure start)
44
EQUALITY OF OPPORTUNITY- coalition 2010-2015
- pupil premium
45
EQUALITY OF OPPORTUNITY- conservative 2015-now
- continuation of pupil premium
- additional covid funding
(gist/ wise- coursework creates more opportunities for girls)
46
RAISING STANDARDS- conservative 1979-1997
-1988 educational reform act
- new vocationalism
47
RAISING STANDARDS- labour 1997-2010
- literacy and numeracy
- city academies
- curriculum 2000
- excellence in cities
48
RAISING STANDARDS- coalition 2010-2015
- free schools
- proposal of expansion of academies
49
RAISING STANDARDS- conservative 2015-now
- continuation of academy expansion
- GCSEs and linear A levels
- grammar schools
50
marxism- athusser
- education doesn't transmit common values
- it is an ideological state apparatus designed to maintain, legitimise and reproduce class inequalities
- does this by transmitting ruling class values disguised as common values
subconsciously transmitted through ideological control, creating 'false class conciousness'
51
marxism- bowles and gintis
- correspondence theory- what you learn in school prepares you for exploitation in the workplace
- hidden curriculum creayes a subservient workforce who are docile and obedient, accepting hierarchy and are motivated by external rewards
52
marxism- bowles and gintis
- correspondence theory- what you learn in school prepares you for exploitation in the workplace
- hidden curriculum creayes a subservient workforce who are docile and obedient, accepting hierarchy and are motivated by external rewards
53
marxism- willis
- 'learning to labour'
- 'lads' have anti school subcultures which leads to shop floor culture
54
marxism- rikowski
education has become global commodity
55
marxism- bourdieu
cultural capital benefits the middle class
56
marxism- finn
vocational education is used to make young people employable in terms of making sure they have right attitudes for low-paid, low-skilled work
57
marxism- cohen
vocational qualifications deskill workers and foster 'good attitudes'
58
marxism- green
vocational courses teach 'basic' skills
59
functionalism- durkheim
- education teaches social solidarity and value consensus, social rules and values
- education provides skills for a specialist division of labour
- education is meritocratic
60
functionalism- parsons
- education provides a bridge from family to wider society
- helps us move from Particularistic values of the family to Universalistic, shared values of society
61
functionalism- davies and moore
- role allocation- linked to social stratification
- high rewards and incentives given to the most skilled jobs ensures that those with skills work hard to take roles
- education sorts, sifts and grades people in terms of ability
62
feminism- skelton
- argues that the hidden curriculum passes on patriarchal ideologies
- teachers label girls as passive
63
feminism- kelly
science packaged as a boys subject
64
feminism- heaton and lawson
patriarchal curriculum prepares students for patriarchal world of work, preparing girls for subordinate roles in society
65
feminism- colley
subject choices of students are based on
- perception of gender roles
- subject preferences
- learning environment
66
postmodernism- usher, bryant and edwards
- point to increasing diversity, choice and change that is needed to meet demands of contemporary society
- education can be used to influence identity and argue that education can play a big part in this
67
interactionism- becker
- middle class students labelled as the 'ideal student' meaning they're more likely to achieve
- working class students do not have the appearance of the middle class meaning they're labelled as less likely to achieve- self-fulfilling prophecy
68
interactionism- keddie
researched A and C streamers
- A streamers were labelled more positively and were trusted to work alone and do more- leads to self-fulfilling prophecy
69
interactionism- hargreaves
teachers label students in 4 stages:
- speculation= initial guess ab student
- working hypothesis= teachers develop theories
- elaboration= 'hypothesis' tested in classroom
- stabilisation= teacher sticks to labels
70
interactionism- abraham
dominant class and gender ideologies of society are promoted in education by teachers who subconciously label students
71
liberal thinkers- illich
- education should be to develop students as human beings
- education should give students more choice over what they learn
72
liberal thinkers- A.S. neil's summerhill school
- an example of a school which gives students more choice over their education
- students develop a timetable and take part in meetings
- students develop a range of skills
73
new right thinkers
- education system should operate on same principles as market (marketisation)
- schools should respond to what consumers want (parentocracy)
- a market-led system will make education more accountable and save tax payers' money
74
social democratic thinkers- halsey
education doesn't provide equality and criticise grammar schools saying they benefit the middle class
75
social democratic thinkers- new labour (1997)
govt should take measures to bring about greater equality of opportunity by intorducing compensatory measures like EMA and sure start
76
global inequalities- garrod
- Malala Yousafzai case study- illustrates lack of access to education for girls due to cultural/ religous factors
- there is an educational gap in attainment between those in rural and suburban areas
77
global inequalities- the education monitoring report
95% of 3-7 year olds were enrolled in school in Belarus (europe) compared to just 20% in Ethiopia
78
global inequalities- UNESCO
reasons for poorer countries having restricted opportunities for girls:
- constraints within families
- constraints within society
- policies of school system
- benefits of education
79
global inequalities- filmer
poverty is most significant factor holding students back. in Somalia, 53% people have never attended school
80
social class INSIDE factors- interactionist
- becker- MC students labelled as ideal
- keddie- A and C streamers
- hargreaves- teacher labelling
- abrahams- dominant ideologies promoted by teachers
81
social class INSIDE factors- pupil subcultures/ labelling
- hargreaves- top streams praised, lower streams have anti-school subcultures
- mac an ghail
- willis
82
social class INSIDE factors- marxists
- althusser- education is 'ideological state apparatus'
- bowles and gintis- 'correspondence theory'
83
social class INSIDE factors- functionalism
- davies and moore- education helps to sift and sort, it's meritocratic
- durkheim- education prepares us for 'specialist division of labour'
84
social class OUTSIDE factors- new right
- eysenck- the WC are innately less intelligent
- hernstein and murray- 60-80% of intelligence is genetically based
85
social class OUTSIDE factors- material factors
- smith + noble- WC face 'financial barriers to learning'- can't afford travel/ resources
- raey et al- economic capital needed for cultural capital
- callender + jackson- fear of debt is highest among UK
86
social class OUTSIDE factors- cultural factors
- douglas- MC parents more likely to encourage progression
- bernstein- language students use affects ability. WC= restricted code, MC= elaborate code
- sugarman- WC subcultures characterised by fatalism/ immediate gratification/ present time orientation/ collectivism
87
social class OUTSIDE factors- marxist explanations
bourdieu- MC have more cultural capital and can contextualise their learning
88
ethnicity INSIDE factors- interactionist
- gillborn
- jasper
89
ethnicity INSIDE factors- institutional racism
- gillborn
- jasper
- mirza
- mac an ghail- black boys responded strongly to being labelled
90
ethnicity INSIDE factors- flaws in education system
- abbott- agrees w/ coard and argues that black history month isn't enough for equality
- coard- national curriculum is ethnocentric, focuses on white culture/ history
91
ethnicity OUTSIDE factors- new right
- hernstein and jensen- black ppl have a lower IQ
- eysenck- what children take out of school is proportional to what they bring in (IQ)
- rushton- Asian and European women have larger hip sizes so therefore larger brains than black women
92
ethnicity OUTSIDE factors- material factors
- hendessi- poverty, cultural norms are key factors in underachievement of Bangladeshi and Pakistani students
- sewell- black boys are generally financially deprived due to matriarchal backgrounds
- smith + noble- many ethnic minorities face 'financial barriers to learning'
93
ethnicity OUTSIDE factors- cultural factors
- driver + ballard- british-indian families place great value on their children's education
- archer and francis- british-chinese parents take stronger role in developing children's academic success
- bolognani- 'myth of return'- Bangladeshi/ Pakistani students attached to religious commitments so teachers label them as unfocused
94
ethnicity OUTSIDE factors- language barriers
modood et al
95
ethnicity OUTSIDE factors- norms + values
- sewell- black culture leads to lack of achievement
- hendessi- family and cultural norms are key factor in underachievement
96
IMPROVEMENTS in girls achievements- changes in attitudes
- sharpe- girls aspirations have changed from 70s-90s
- francis + skelton- majority of girls researched saw their future in workplace
- beck- girls are more 'individualised' and focus on own needs more
- burns + bracey- girls put more effort into homework
97
IMPROVEMENTS in girls achievements- equal opportunity programmes
- mitsos + brown- equal opportunity programmes have improved things for girls
- equal pay act (1970)
- sex discrimination act (1975)
- gist/ wise- initiatives aimed to get girls into traditionally 'masculine' subjects
98
IMPROVEMENTS in girls achievements- feminisation of the workplace
- mac an ghail- traditional manual labour jobs have gone
- mitsos + browne- manual labour jobs have been replaced with service sector work
99
IMPROVEMENTS in girls achievements- changes in education system
- ERA 1988- introduction of coursework subjects
- gist/ wise- initiatives aimed to get girls into 'masculine' subjects
100
IMPROVEMENTS in girls achievements- feminism
- sharpe- girls aspirations changed from 70s-90s
- mitsos + browne- feminism has raised expectations and self esteem meaning women are likely to aspire for more
- arnot- teachers are positive female role models in secondary schools
- equal pay act 1970
- sex discrimination act 1975
101
IMPROVEMENTS in girls achievements- girls socialise in bedrooms
- mcrobbie
- oakley- feminine traits are conductive to learning
102
explanations for boys UNDERACHIEVEMENT- feminisation of workplace
- mac an ghail- deindustrialisation
- mitsos + browne- manual labour jobs have been replaced w/ service sector work which benefits girls
103
explanations for boys UNDERACHIEVEMENT- culture of masculinity
- sewell
- jackson
- frosh et al- boys at risk of being labelled as 'gay/ pussies' if they work hard at school
104
explanations for boys UNDERACHIEVEMENT- boys disrupt classes
- willis
- jackson
- sewell
- mitsos + browne- teachers allow boys to be disruptive
- hargreaves- boys in lower streams
105
explanations for boys UNDERACHIEVEMENT- boys socialise outdoors
- mcrobbie + oakley- girls socialsied in home
- sewell + jackson- boys socialise outside which isn't conductive to learning
106
explanations for boys UNDERACHIEVEMENT- attitudes of boys
- mitsos + browne- research suggests boys overestimate their abilities then under achieve
- francis- unrealistic career aspirations
- connolly- WC boys have 'odd' ambitions for future careers
107
explanations for boys UNDERACHIEVEMENT- teacher labelling
- mitsos + browne- teachers more lenient doing boys a disservice
- epstein, skelton + francis- boys provided w/ explanations for underachievement e.g. 'poor boys'
- gillborn- teacher labelling of black boys
108
wragg
'victorian railway carriage'- 3 classes of schools
1st class- eton and oxbridge
2nd class- grammar schools + RG unis
3rd class- 'good' or 'failing' schools and 'other' unis
109
thompson (marxist)
the function of youth training was to produce a RAOL
110
gerwitz (marxist)
working class are disconnected school choosers
111
byrne
migrants have less knowledge and support when choosing schools
112
MARXISM
the role of education is to prepare us for the capitalist world of work by passing on ruling class culture/ ideologies that prepare us for exploitation
113
FUNCTIONALISM
the role of education is to prepare us for the meritocratic world of work/ culture of society by teaching us shared norms + values
114
FEMINISM
the role of education is to prepare us for the patriarchal world of work by teaching us to accept patriarchal ideologies/ culture
115
FEMINISM
the role of education is to prepare us for the patriarchal world of work by teaching us to accept patriarchal ideologies/ culture
116
POSTMODERNISM
suggests that the role of education SHOULD be to offer choice and diversity but it currently does not
117
INTERACTIONISM
don't directly discuss the ROLE of education but aim to explain the consequences of labelling carried out by teachers
118
LIBERAL THINKERS
suggests that the role of education SHOULD be to develop individuals rather than focusing too much on the economy
119
NEW RIGHT THINKERS
the role of education should be to meet the needs of the economy by ensuring standards are raised
120
SOCIAL DEMOCRATIC THINKERS
the role of education SHOULD be to provide equality of opportunity but they say it currently DOES NOT do this. influence the Labour party policies
