education authorities Flashcards

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1
Q

1944 Eduction Act/ Butler Act

A

tripartite system
grammar, secondary modern, secondary technical
separation of academic and vocational education

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2
Q

David and Moore (1945)

A

those who are able and talented intellectually should have higher rewards, power and status

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3
Q

Tumin (1963)

A

you can’t objectively measure functional importance

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4
Q

Bowles and Gintis (2002)

A

correspondence principle

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5
Q

Bourdieu (1986)

A

meritocracy is a myth
education system favours the ruling elite
eduction system is unfair unequal and without merit

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6
Q

Althusser (1971)

A

social learning
teachers transform pupils consciousness

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7
Q

Bate and Risborough (1993)

A

New vocationalism is about social control (removes difficult youths off the streets into low wage jobs)
white middle children are encouraged into academics
working class students are encouraged into vocationalism

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8
Q

Davies (2012)

A

putting “difficult youths” into low paying jobs by subsidising employers is modern day slavery
involves little or no training

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9
Q

Youth (1981)

A

criticism of Marxist view
left functionalism
education only functions for the needs of the ruling class

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10
Q

Willis (1997)

A

working class students are not passive and actively resist conformity in schools

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11
Q

Davis and Moore

A

rise in general service industries and computer based services
devision between academic and vocational education is too inflexible and outdated
should be a mix between academics and vocationalism

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12
Q

Chitty (2009)

A

comprehensive education
all children receive the same education
equality of opportunity
competition will provide better qualified individuals
education and retraining can transform low wage jobs into high wage jobs

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13
Q

Bowles and Gintis

A

economic inequalities drives educational inequalities

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14
Q

Davis and Moores

A

most qualified people always fill the most functionally important roles in society

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15
Q

functionalist view of eduction

A

education between education and work is dependent
schools contribute to social solidarity
social mobility is functionally necessary
upward mobility is based on individual merit

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16
Q

neo Marxist view on education

A

relationship between education and cultural reproduction is based on consensual leadership
if people are made to believe education is meritocratic then their lack of achievement is based off of individual failure

17
Q

Blackman (1995)

A

tensions within schools cause subcultures

18
Q

Frances (2000)

A

wider society has changed the way girls construct femininity

19
Q

Jones and Myhill (2004)

A

certain male characteristics are not helpful in education
often see working class boys as underachievers

20
Q

feminist view on education

A

traditional male and female gender roles influence the family and workplace
female education is rising regardless of ethnicity and class

21
Q

Gillborn and Mirza (2000)

A

little gender differences in achievement compared to class and ethnicity

22
Q

Francis and Skelton

A

female achievement is often discussed in terms of male underachievement

23
Q

Crespi (2003)

A

girls can explore a range if identities

24
Q

Gillborn and Mirza

A

3 dimensions of inequality

25
Q

sewell (2000)

A

how black youth adapted to the experience of schools
passive acceptor
active acceptor
passive resistors
active resistors

26
Q

Shain (2003)

A

Asian girls in the uk
the gang
survivors
revels
faith girls

27
Q

Shain (2003)

A

Asian girls in the uk
the gang
survivors
the faith
rebels

28
Q

Labov

A

the way black children speak is not recognised by the school system causing underachievement

29
Q

Saunders

A

working class life is characterised by dependency cultures and acceptance of low status

30
Q

Chua

A

high achievements by Chinese students because of ‘tiger mothers’

31
Q

sewell (2000)

A

black children’s performance is weakend by
poor parenting
anti school subcultures
inability to take responsibility for their own anti school behaviour

32
Q

Gillborn

A

schools are institutionally racist

33
Q

Figueroa

A

teachers limit ethnic minority opportunities by culturally biased assessments

34
Q

Hallam et al

A

benefits of setting and streaming minimises disruptive behaviour
negatives of setting causes stigmatisation on lower set children

35
Q

keddie

A

academic labelling follow a child through schooling

36
Q

social democratic perspective on education

A

educations is the mean through which technological change and social inequality can br addressed and managed
retrain and refocus the workforce in contemporary societies to address economic and social changes

37
Q

neo functionalist/ new right

A

they belive that achievement is based on a person’s individual merit
decline in manufacturing because of globalisation
rise in services and computer based jobs

38
Q

Adeyemo and Ogundokun

A

possible to measure emotional intelligence
string correlation between emotional intelligence and academic achievement