Education - Marxism

Question 1

Who produced the Ideological and Repressive State Apparatus theory?

Answer 1

Althusser (Neo-Marxism)

Question 2

Define Ideological State Apparatus

Answer 2

education is an ideological state apparatus used for ideological control. Education transmits the ‘myth of meritocracy’ to disguise the reality of stratification which is that those born into the ruling - class are more likely to achieve

Question 3

Describe the first negative evaluation of Althusser’s ISA

Answer 3

Studies such as Willis’ ethnographic studies of ‘The Lads’ found evidence that they were not going to succeed in school and rebelled against it, suggesting WC students are not indoctrinated by MC values the way Althusser describes.

Question 4

Describe the second negative evaluation of Althusser’s ISA

Answer 4

Althusser’s argument is that the WC are unaware of how the system lies to them about school being meritocratic, yet they are aware

Question 5

Describe the first positive evaluation of Althusser’s ISA

Answer 5

Althusser claims that MC students are most likely to succeed in education is clearly still the case in society today, with the Social Mobility Commission (2019) found that only 16% of those on Free School Meals achieve 2 A Levels compared to 39% of those who are not

Question 6

Describe the second positive evaluation of Althusser’s ISA

Answer 6

Despite heats of WC students underachieving in schools, nothing substantial has been done about it, perhaps people accept they think of meritocracy and blame WC for their own failures

Question 7

Who proposed the ‘Correspondence Principle’?

Answer 7

Bowles and Gintis

Question 8

Define the ‘Correspondence Principle’

Answer 8

refers to parallels between school and work in a capitalist society - the correspondence principle works through the hidden curriculum. Schooling takes place in the ‘long shadow of work’

Question 9

What are the 6 ideals learnt through the hidden curriculum?

Answer 9

1. Hierarchy
2. Extrinsic rewards
3. Conformity
4. Competition
5. Docile Daydreamers
6. Division of Skills

Question 10

What are the two negative evaluations of Bowles and Gintis?

Answer 10

1. W/C students are not intentionally docile
2. Teachers dedicate their careers to helping students from all backgrounds achieve their best

Question 11

What did Willis study?

Answer 11

Willis used ethnographic longitudinal research methods of observation to study W/C boys at school - “The Lads”

Question 12

What did Willis find?

Answer 12

Willis found that the Lads formed and anti - school subculture, they were disruptive and gain the status they felt they were denied through deviance.

Question 13

How did the Lads view school?

Answer 13

Saw education as feminine, and preferred ‘masculine work’.

Question 14

What is the positive evaluation of Willis’ study?

Answer 14

His study combined both Interactionism and Marxism

Question 15

What are the two negative evaluations of Willis’ study?

Answer 15

1. Cannot be generalised as Willis only studied 12 boys
2. Willis only looked at White W/C boys - not representative of the population and results therefore cannot be generalised

Question 16

Who proposed the concept of ‘Cultural Capital’?

Answer 16

Bordieu

Question 17

Define Cultural Capital

Answer 17

M/C students are advantaged as they have cultural capital - language, skills, knowledge, attitudes
M/C culture is as valuable as material wealth in education. Cultural capital is a product of their home environment and daily experiences, meaning they don’t fit in with the M/C system of education

Question 18

What is the positive evaluation of Bordieu’s Cultural Capital?

Answer 18

Focuses on the domination of M/C culture rather than the deficiencies of W/C culture - how M/C overwhelms society and is therefore the expected norm, not that the W/C culture is somehow defective

Question 19

What is the negative evaluation of Bordieu’s Cultural Capital?

Answer 19

It is too deterministic

Question 20

(NOT MARXIST BUT SUPPORTS BORDIEU) What did Bernstein propose?

Answer 20

M/C students succeeded due to their preferred way of communicating, rather than their level of intelligence

Question 21

Define ‘Restricted Code’ - (Bernstein)

Answer 21

Short sentences, limited vocabulary, few adjectives, context - bound

Question 22

Define ‘Elaborated Code’ (Bernstein)

Answer 22

Long sentences, complex vocabulary, complicated structure, context - free, suited for formal communication

Question 23

What did Bernstein say in regards to restricted and elaborated code?

Answer 23

W/C adopt a restricted code while M/C typically can switch between the two dependent on the setting. Children who are only used to hearing restricted code will find it difficult going into school where the elaborated code is used

Question 24

What is the negative evaluation of Bernstein?

Answer 24

It implies that the W/C are culturally deprived in their language, rather than possessing a different culture to that of the M/C

Question 25

Who proposed the theory of ‘Cultural and Social Capital’?

Answer 25

Ball

Question 26

Define Cultural and Social Capital

Answer 26

M/C parents use their cultural capital to ensure their children are accepted into their school of choice. For example, making a good impression on the headteacher, having connections or appealing if they are unsuccessful.
M/C parents can use their material capital to get their child a tutor and use their social capital to find the best tutor available

Question 27

What is the positive evaluation of Ball?

Answer 27

It focuses on the inequality of the M/C having access to a better education