Education Flashcards
1
Q
Theory of Education: 5 functions of education
A
- Role Allocation: we need people doing different jobs
- Solidarity: everyone learns the same thing
- Specialist Skills: can only gain through education
- Economic function: vocational training
- Meritocracy; everyone has equal opportunities in education
2
Q
Durkheim: Solidarity and Skills
A
- Creating social solidarity: studies into a shared culture of beliefs/values from one generation to the next
- Teaching specialist skills: education prepares us for a modern industrial economy by teaching individuals the skills to contribute to the economy
- How does school prepare us for the economy? Vocational training: where learners acquire job specific knowledge on the job for = role in division of labour
3
Q
Talcott Parsons (1961) Meritocracy
A
- everyone is given an equal opportunity to achieve and be successful = own effort and ability
4
Q
Davis and Moore (1945) Role Allocation
A
- examinations and qualifications, schools match students ability to do particular subjects and skills depending on strengths and weaknesses which prepare them for future roles.
- effective use of talent and maximise it for productivity for the economy.
5
Q
A New Right Perspective of Education: Chubb and Moe (1990) Consumer Choice
A
- conducted a survey of 6,000 pupils from low income families
- parental attitudes to how schools should run and the level of choice
- propose a voucher system for state education to compete to attract ‘customers’or their spending power by improving their ‘product’.
6
Q
Marxism: Althusser (1971)
A
- education is a part of the ideological state ideological state
- two aspects:
1. Repressive state apparatus: power is maintained through coercive force or the threat of it
- Ideological state apparatus: which maintains the ruling class power through manipulating/ controlling our ideas, values and beliefs
7
Q
What is education ideological?
A
- a system of ideas, especially one which form the basis of economic or political theory and policy.
8
Q
How does school ‘Mirror’ work?
A
- through hierarchical structure
- work in a capitalist society
9
Q
Bowels and Gintis: The Correspondence Principle (1976)
A
- 237 students NY high school
- schools rewarded the personality traits for an obedient and unquestionable workforce = type that capitalists see as successful
- the structures and relationships found in education mirror those in the workplace , known as the correspondence principle.
- only exists in the ‘hidden curriculum’
10
Q
Bowles and Gintis argument:
A
- argue that education doesn’t maintain capitalism through ideology
- it maintains the conditions required for capitalism by almost acting like a factory
11
Q
Paul Wallis: (evaluation of marxism)
A
- argues pupils rebelling are evidence not all students are brainwashed into being passive, subordinate people as a result of hidden curriculum.
- some pupils reject these values and ideas.
- they also realise that the do not have real opportunity to succeed in this system.
12
Q
continuation:
A
- acceptance of hierarchy
- Competition and Division
- Motivation by external rewards
- Fragmentation
13
Q
what is cultural deprivation?
A
- a theory where a person has inferior norms, values, skills and knowledge
14
Q
what is a social class?
A
- a group of people within a society who possess the same socioeconomic status
15
Q
external factors:
A
- cultural deprivation
- material deprivation
- cultural deprivation
16
Q
internal factors:
A
- labelling
- the self-fulfilling prophecy
- pupil subcultures
- marketisation and selection policies
17
Q
language:
A
- Basil Bernstein states that lang is linked to developing, understanding and thinking
18
Q
two types of codes:
A
- restricted code: simple/slang language, lang used between family and friends, informal, everyday
- elaborated code: analytical, explicit, complex, language used by strangers and individuals in formal context.
19
Q
attitudes and values:
A
- Douglas: working class parents place less value on education
- lack of encouragement
- lack of interest, less motivation and support
- less ambitious
20
Q
continuation: attitudes and values
A
- Sugarman: 4 features of lower class barriers
1. Fatalism: “whatever will be will be”
2. Collectivism: becoming part of group is more valued than achieving individually
3. Immediate gratification: pleasure now, rather than making sacrifices to gain success
4. Present-time orientation: present is more important than future - m/c are more focused on future prospects
21
Q
Compensation Education:
A
- educational prospects intended to make up for experiences laced by disadvantaged children
- examples: summer school, after-school or other education programs
22
Q
Material deprivation:
A
- inability to afford basic necessities and service.
- negative effect on education achievement
23
Q
Factors affecting children’s education:
A
- housing
- diet and health (sue start)
- financial support and the cost of education
24
Q
Cultural capital:
A
Pierre Bourdieu: criticism, claims that w/c are not to blame but the failiure is the education system
25
Q
4 types of captials:
A
- economic capital
- social capital
- culture capital
- educational capital
26
Q
Parental choice:
A
Sharon Gerwitz: 3 main types of parents:
1: privileged-skilled choosers
2. disconnected-skilled choosers
3. semi-skilled choosers
