education key thinkers Flashcards
Durkheim- social solidarity (functionalism )
education helps create this by transmitting societies culture, to be a part of a single body community
parsons (functionalism)
school is the focal socialisation agent, intergrates individuals into shared norms, achieving school conesion
Durkheim- vocational (functionalism )
education teaches the specialist skills needed. requiring education.
Human capital theory, education is where societies can bring about and sub strain economic group
Davis and moore- allocation (functionalism)
allocating pupils to their future work roles by testing attitudes and ability.
inequality is necessary so all roles are filled.
education “shifts and sorts” us.
social mobility- where an individual is able to move up and down social hierarchy
bowels + Gintis (marxism)
measured students personality traits using a questionnaire similar to those used to reveal the traits valued by employees. compared their results with students grade averages, found a correlation between personality traits valued and high grades at school.
material deprivation
(marxism)
Howard- lower intake of food affects health and concentration at schools.
tanner- lack of financial support means hand me downs
diane ray
found working class students were more likey to apply to local units so they could live at home and save on travel costs and reduce changes of
going to high achieving schools
Althusser- 2 elements which keep the ruling class in power
Repressive state apparatus - maintain power through force e.g police, army
ideological state apparatus - maintains power through control of values and beliefs
internal and external
sharon gerwiz idenitified three types of parents
- privileged skilled choosers - middle class parents who know the education system and can use their economic capital
- disconnected local choosers - working class parenst restricted by lack of economic/ capital culture
- semi skilled choosers - working class parents lack understanding and rely on others opinions
external + internal
bernstein- language
restricted language code- short sentences, grammatically simple and small vocabulary and use of gestures
elaborate language code- grammatically complex , descriptive and analytic
douglas found working class parents place less values on education, were less ambitious for their children and have them less encouragement.
external + internal
ray rist
found teachers used information from kids homes backgrounds and apprehended to place them in groups
barry sugar man
- fatalism, what will be will be and you can’t change it.
- collectivism, valuing being a part of a groups more than succeeding as an individual
- immediate gratification, seeking pleasure now rather than get rewards in the future
- present time orientation, not having long term goals
external + internal
colin lacey - subcultures
observed and thought some lessons and explained how pupil subcultures developed;
- differentiation, process of teachers categorising pupils according to how they perceive their ability.
- polarisation, how
pupil respond to streaming
howard becker
interviews 60 chicago high school teachers and found that they judged pupils according to how closely they fitted the image of a ideal pupils
educational policy
cub and moe
state education failed disadvantaged groups and hasn’t produced equal opportunities.
fails t produce pupils with the skills needed by the economy
private schools produce higher education
Davis
believes an important part of marketisation is parentocracy (rule by parents) encouraging diversity and gives parents choice
educational policy
ball
argues parentocracy is a myth as ice not all parents have the same freedom to choose a school.
he said by promoting academies and free schools it had led to both an increase in fragmentation and centralism
hall
academies are an example of handing over pupil services to private sectors, turning education into a source of private profit
gender
sue sharpe- changing attitudes
compared results of interviews she conducted with girls in 1970s and the 1990s, her finding show a major shift in attitudes and aspirations towards schools and careers
gender
jackson
high achieving girls are more attractive to schools than low achieving boys, and boys are 4 times more likely to be excluded
sewell
education doesn’t nurture masculine traits and works better with girls traits e.g. course work
gender
yougove
in the presence of a male teacher, 42% said it made them work better. female teachers are unable to control the behaviour
mac and ghaill- crisis of masculinity
the macho lads work hard in school to achieve and the real Englishmen reject the work ethic but achieve well due to “effortless achievement”
gender
mitosis and brown
teachers lower their expectations of boys because they are more disruptive, boys gain “street cred “ by not doing work and lack the motivation too
brown and ross - gender domains
there are tasks and activities that boys and girls see as males or female, they are more confident to carry out tasks in their domains
gender
Archer
symbolic capital is the status and sense of worth girls obtain from others e.g. hyper heterosexual feminine identities
mac and ghaill
male teachers told boys off for behaving like “girls”
male teachers and pupils treat girls like sexual objects
gender
askew and ross
male teachers “protect and rescue” female teachers from disruptive pupils
epsten and willis
boys in anti school subcultures call boy that want to do well in school “gay”
ethnicity
bereiter and engleman
see the language spoken by low income black American families as inadequate for educational success
gilborn and mirea
argue that Indian pupils do very well despite not having english as their first language
murray
argue a lone parent or lack of male role model leads to underachievement in dolce minorities
ethnicity
noon
found deliberate discrimination in the workplace. people being denied because of their name.
troyna and williams
argue that British schools give priority to white culture and language. alienating some ethnic minorities
ethnicity
gilborn
found that white pupils were more likely to be placed in a lower tier at GCSE. he found the new IQism tests were culturally biased and teachers then view them as lacking ability
routhmayr
says racism is a locked in inequality and no longer needs a conscious intent to discrimination
troyna and williams
says racism is built into how schools operate, e.g ethnocentric curriculum
ethnicity
gilborn and youdell
found teachers were quicker to discipline black pupils because of “racialised expectations”
jenny bourne
schools see black pupils as a treat, labelling them negatively
foster
found streaming and setting is based of stereotypes and result in self fulfilling prophecy of underachievement
wights
found teachers held ethnocentric views, assuming asian pupils had a poor grasp of the english language and left out of classroom conversations . seen as a problem which can be ignored
ethnicity
mary fuller (1984) found that black girls were untypical because they were high achievers, didn’t seek approval from teachers and were friends with those in lower streams and maintained a positive image. negative labelling doesn’t always lead to failures
mac and ghaill
black and asian sixth formers, i’d they were negatively labelled they didn’t always accept it. how they responded depended on other factors; gender, age or former schools
ethnicity
gilborn
marketisation means schools can select pupils, putting some at a disadvantage. commission for racial equality found racism in admission; interviews, reports, lack of motivation and ethnic parents unaware of how the system works
heidi mirza- 3 types of teachers
- colour blind teachers- who believe all are equal but allow racism to go unchallenged.
- liberal chauvinists- believe black pupils are culturally deprived and have low expectations.
- overt racists- believe blacks are inferior and discriminate against them
ethnicity
archer- black identities
- ideal pupil
- pathologists pupil
- demonised pupil
archer and francis
“negative-positive sterotype” - achieving success in the wrong way through hard work and passive conformism rather than natural ability
ethnicity
tony sewell- boys responses to racism
- the rebels- rejects idea of school, confirming to anti subcultures e.g. “black macho lads” - superiority based on black masculinity and sexual experience.
- the conformists- keen to succeed and accept ideas of school and avoid being stereotyped.
- the retreatists- disconnected from schools and black subcultures and disposed by rebels.
- the innovators- pro education but anti school, conform for school work only
ethnicity
tony sewell
argues it isn’t the fathers absence that leaves to underachievement, it is lack of fatherly love which leads them to street gangs to give them a sense of loyalty
gilborn
argues it isn’t peer pressure that leads to underachievement but rather institutional racism within the education systems.
keddie
cultural deprivation theory is victim blaming. ethnic children are culturally different rather than deprived
ethnicity
driver
critises cultural deprivation theory for ignoring the fact that black families are far from dysfunctional since they provide a positive role model for girls
lawrence
criticises bruce’s view that black families are culturally weak, arguing underachievement is due to racism in society
ethnicity - evaluation
sewell
need to focus on external factors such as anti school attitudes created by peer groups due to a sense of a nurturing father
connolly
teaches saw black boys as disruptive underachievers and control them by punishing them more and pushing them to do sport. teachers saw asian boys as passive conformists, when they misbehave they are seen as unthreatening
disability
oliver
“it’s society which disabled physically imparied people” because disabled people are excluded from full participation in society by stereotypical attitudes held by abled bodies
shakespeare
disability is created by society that doesn’t take into account that needs of those who do not meet societies ideas of what is normal
disability
longmore (1987)
disabled people on tv presented as inhuman + objects of pity
anderson and kitchin (2000)
myths about disability among professionals in northern ireland:
- they are unable to take part in sexual activities
- sexually irresponsible
- unable to sub stain long term relationships
- lack sex drive
