education theory

Question 1

consensus and marxist perspective

Answer 1

Consensus- creates useful citizens. meritocratic. individual strengths are nurtures and maximised.
X legitimates hegemonic british culture
X system modelled on white christian student
X myth of meritocracy
Marxist - part of super structure, produces docile workers
X creates a population unaware of discrimination
X prepares a section of workforce for failure

Question 2

the system in addressing ethnic inequalities

Answer 2

promotes a positive multicultural society
teaches to accomodate ethnic differences
key context to challenge discrimination
facilitates social mobility
- need a critical perspective for this to happen,

Question 3

self help approaches

Answer 3

• used to bridge the gap
• Rollock et al 2014, BME parents show high levels of educational support
• BME tradition of supplementary saturday schooling

Question 4

problems of the underachiever argument

Answer 4

reproduces stereotypes
self fulfilling prophecy and reinforces low expectations
suggests some groups are less able
assumes there is a level playing field

Question 5

traditional focus with social class

Answer 5

preoccupied with social class in explaining educational inequality
less straight forward
e/g bangladeshi students have high amount on FSM but also have high achievement.

Question 6

Bourdieu’s concepts

Answer 6

Habitus- our socialisation process and inbuilt radar on how to respond to and act within situations
Cultural capital- skill and knowledge to give advantage

Question 7

social policy

Answer 7

1981 Rampton report - recognised racism in schools
1985 Swann Report - recommended multiculturalism
1988 Education Reform act - national curriculum and promotion of british values
1999 Macpherson report- schools required to report racist incidents to the local education authority

Question 8

1950-1960s

Answer 8

assimilation
monoculturalism
dispersal

Question 9

1970-1980s

Answer 9

multiculturalism VS antiracism approaches
policy war
reinforced racialised otherness

Question 10

Educational subnormality

Answer 10

consequence of assimilation
problem of afrocaribbean pupils:
-racialised interpretation of behaviour
-3x more likely to have behavioural problems
Social and political construction of the dysfunction of black families

Question 11

2000s

Answer 11

race and racism marginalised as a special concern
racism not routinely investigated by OFSTED
fundmental british values policy 2014:
-rule of law
-individual liberty
-mutual respect
-tolerance of others

Question 12

migration related factors

Answer 12

may have to go away and miss school for family
length of settlement and schooling
X no established link
X blames children
X detracts from structural reasons for underachievement

Question 13

cultural and religious factors

Answer 13

constrains on the inclusion and participation of girls
absences due to religious celebration
values and aspirations of school arent same as religions
X no established link
X blames children and families and forces them to change
X neglects the value migrants place on education
X 32% faith schools got outstanding for community relations. Only 16% for non faith (OFSTED)

Question 14

Ability (IQ)

Answer 14

Hernstein and Murray
Control thesis of a cognitive elite developing in the US
Intelligence = genes + environment
X IQ tests are ethnocentric
X racialised categories are social constructions
X socioeconomic background has clearer effect on IQ.

Question 15

Cultural deficit theory

Answer 15

deficient/ dysfunctional cultures
too much family (southasian) too little family (afrocaribbean)
racialisation of african caribbean as anti education
X essentialises culture
X reinforces stereotypes and low expectations
X blames children and Families
X detracts from structural reasons.

Question 16

Academic channelling

Answer 16

evidence that streaming is not based on ability alone
assumptions and stereotypes on BME pupils ability and attitude.
teachers marked black students higher in an anonymous test than normal - unconscious bias

Question 17

class room and teachers

Answer 17

shift in research focus
colour blind teaching
processes of teacher expectations, responses to behaviour, labelling and assumptions - unconscious bias.