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SOCIOLOGY THEORIST > EDUCATION VIEWS AND CURRICULUM > Flashcards

EDUCATION VIEWS AND CURRICULUM Flashcards

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Sociology 101 flashcards
1
Q

THE 1944 EDUCATION ACT

A
  • ESTABLISHED FREE UNIVERSAL EDUCATION EXPLICITLY ADDRESSED THE DISTINCTION BETWEEN ACADEMIC STUDENTS AND VOCATIONAL STUDENTS
  • SECONDARY EDUCATION WAS ORGANISED INTO A TRIPARTITE SYSTEM (grammar schools, secondary modern schools, secondary technical schools)
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2
Q

THOSE WHO ARE MOST ABLE AND TALENTED INTELLECTUALLY ARE ALLOCATED WORK ROLES THAT OFFER THE HIGHEST REWARDS IN TERMS OF INCOME, POWER AND STATUS

A

DAVIS AND MOORE

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3
Q

_ QUESTIONED THE IDEA THAT WE CAN OBJECTIVELY MEASURE FUNCTIONAL IMPORTANCE.

A

TUMIN

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4
Q

_ ARGUE THAT THE STRUCTURE AND ORGANISATION OF THE WORKPLACE IS COPIED IN THE ORGANISATION OF THE SCHOOLS.

A

BOWLES AND GINTIS

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5
Q

THE CORRESPONDENCE PRINCIPLE IS MAINTAINED AT ALL LEVELS OF THE EDUCATION SYSTEM THROUGH STREAMING, SETTING AND BANDING

A

BOWLES AND GINTIS

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6
Q

MERITOCRACY IS A JUSTIFYING MYTH

A

BOURDIEU

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7
Q

EDUCATION SYSTEM HAS THE APPEARANCE OF FAIRNESS, EQUALITY AND MERIT

A

BOURDIEU

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8
Q

SCHOOLS ARE AN IDEOLOGICAL STATE APPARATUS

A

ALTHUSSER

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9
Q

_ ARGUED THAT A SIGNIFICANT FEATURE OF CONTEMPORARY FORMS OF VOCATIONAL EDUCATION IN THE UK IS THAT MOST MIDDLE-CLASS STUDENTS FOLLOW THE ACADEMIC ROUTE INTO PROFESSIONAL EMPLOYMENT WHILE WORKING CLASS STUDENTS ARE ENCOURAGED ALONG THE VOCATIONAL ROUTE TO LOWER PAID JOBS

A

BATES AND RISEBOROUGH

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10
Q

_ GENERALLY CRITICAL ABOUT VOCATIONAL AND WORK-BASED TRAINING SCHEMES

A

MARXISTS

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11
Q

NEW VOCATIONALISM IS ABOUT SOCIAL CONTROL

A

BATES AND RISEBOROUGH

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12
Q

_ REPORTS THAT SUCH SCHEMES HAVE BEEN ACCUSED OF MODERN SLAVE LABOUR THAT INVOLVES LITTLE OR NO TRAINING

A

DAVIES

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13
Q

_ CALLS THE MARXIST APPROACH LEFT FUNCTIONALISM

A

YOUNG

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14
Q

STUDY OF WORKING CLASS STUDENTS IN THE UK SHOWED THAT THEY WERE NOT PASSIVE THEY STRONGLY RESISTED ATTEMPTS BY TEACHERS TO MAKE THEM CONFORM TO SCHOOL RULES AND VALUES

A

WILLIS

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15
Q

_ ARGUED THAT MARXIST APPROACHES TEND TO REJECT ALL FORMS OF VOCATIONAL EDUCATION BCS THEY ENCOURAGE CLASS BASED CULTURAL REPRODUCTION

A

HEATH

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16
Q

_ NOTES THAT BY DEMANDING EQUAL OPPORTUNITIES SOME FORMS OF VOCATIONAL EDUCATION HAVE HELPED WOMEN IN AREAS OF SCHOOLING AND EVENTUALLY WORK THAT WERE TRADITIONALLY MALE AREAS

A

HEATH

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17
Q

_ ARGUE THAT THE ACADEMIC AND VOCATIONAL DISTINCTION IN MODERN EDUCATION SYSTEMS IS TOO INFLEXIBLE TO MEET THE NEEDS OF A GLOBALISED ECONOMY

A

THE NEW RIGHTS

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18
Q

_ THEORY LOOKS AT THE RELATIONSHIP BTW EDUCATION AND THE ECONOMY IN TERMS OF TECHNOLOGICAL CHANGES IN TH WORKPLACE AND SOCIAL CHANGES

A

SOCIAL DEMOCRATIC

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19
Q

SEEING EDUCATION AND TRAINING AS THE MEANS THROUGH WHICH INDUSTRIAL SOCIETIES ARE TRANSFORMED FROM LOW SKILL, WAGE ECONOLIES TO HIGH SKILL, WAGE ECONOMIES AND TECH ADVANCED ECONOMIES

A

CHITTY

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19
Q

_ BELIEVE THAT COMPREHENSIVE SCHOOLS FULFILL THE IDEAL OF A MERITOCRACY

A

SOCIAL DEMOCRATS

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19
Q

_ THEORY HAS ARGUED FOR THE NEED TO RETRAIN AND FOCUS THE WORKFORCE IN CONTEMPORARY SOCIETIES TO ADDRESS BOTH ECONOMIC AND SOCIAL CHANGES

A

SOCIAL DEMOCRATIC

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20
Q

_ SEE COMPREHENSIVE SCHOOLING AS A WAY OF REDUCING CLASS INEQUALITY BY CREATING MORE OPPORTUNITIES FOR WORKING-CLASS CHILDREN

A

SOCIAL DEMOCRATS

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21
Q

_ HAVE CRITICISED COMPREHENSIVE EDUCATION ON THE BASIS THAT IT FAILS TO UNDERSTAND INSTITUTIONAL RELATIONSHIPS IJN CAPITALIST SOCIETIES

A

MARXISTS

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22
Q

ECONOMIC INEQUALITY DRIVES EDUCATIONAL INEQUALITY

A

BOWLES AND GINTIS

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22
Q

FOR _ ITS INEVITABLE THAT MASS EDUCATION SYSTEMS DEVELOP IN MODERN INDUSTRIAL SOCIETIES BECAUSE THEIR PRIMARY FUNCTION IS DIFFERENTIATION ALLOWING INDIVIDUALS TO DEMONSTRATE THEIR DIFFERENCES IN OBJECTIVE WAYS

A

FUNCTIONALISTS

23
Q

_ SUGGESTS THAT FOR TRAD FUNCTIONALISMS SOCIAL MOBILITY DEVELOPS OUT OF THE WAY PEOPLE ARE ENCOURAGED TO PERFORM DIFFERENT ROLES

A

HARRIS

23
Q

THE INEQUALITIES THAT FLOW THROUGH SOCIAL MOBILITY REPRESENT AN UNCONSCIOUSLY EVOLVED DEVICE BY WHICH SOCIETIES ENSURE THE MOST IMPORTANT POSITIONS ARE CONSCIENTIOUSLY FILLED BY THE MOST QUALIFIED PEOPLE

A

DAVIS AND MOORE

24
Q

IN SCOTLAND, MANY STUDIES HAVE SHOWN EDUCATION AND ACQUISITION OF EDUCATIONAL QUALIFICATIONS ARE IMPORTANT MEANS THROUGH WHICH MIDDLE CLASS FAMILIES PASS ON THEIR SOCIAL AND ECONOMIC ADVANTAGE TO THEIR CHILDREN

A

PATTERSON AND IANELLI

25
Q

MODERN EDUCATION SYSTEMS ARE CHARACTERISED BY SPONSORED MOBILITY

A

BOWLES AND GINTIS

26
Q

MERITOCRACY ONLY OCCURS AT THE LOWEST LEVEL OF SOCIETY. HIGHER SOCIAL LEVELS ARE MARKED BY SOCIAL CLOSURE

A

BREEN

27
Q

ROLE OF EDUCATION IS TO EDUCATE MOST PEOPLE JUST ENOUGH TO BE USEFUL EMPLOYEES AND A SMALL NUMBER MORE THAN ENOUGH TO TAKE UP HIGH-POWERED ELITE WORKING ROLES

A

MARXISTS

28
Q

SOCIAL CLOSURE DOES NOT ONLY LIMIT UPWARD INTRA- GENERATIONAL SOCIAL MOBILITY FROM MANUAL OCCUPATIONS TO HIGHER STATUS PROFFESIONAL AND TECHNICAL OCCUPATIONS IT ACTUALLY CAUSES IT TO DECLINE

A

ALDRIDGE

28
Q

WHAT HAPPENS IN THE EDUCATIONAL SYSTEM CANNOT BE SEPARATED FROM THE DEMANDS OF THE ECONOMY

A

MARXISTS

28
Q

A KEY FEATURE OF MODERN INDUSTRIAL SOCIETIES IS A LACK OF OCCUPATIONAL MOBILITY FOR THOSE LOWER DOWN THE CLASS STRUCTURE

A

ALDRIDGE

29
Q

EDUCATION SYSTEM PLAYS A GATE-KEEPING ROLE IN SOCIETY

A

BOWLES AND GINTIS

30
Q

EDUCATION IS NOT A TEST OF ABILUTY IT IS A TEST OF CONFORMITY

A

MARXISTS

30
Q

RELATIONSHIP BTW EDUCATION AND CULTURAL REPRODUCTION IS BASED ON LEGITIMATE LEADERSHIP WITH THE CONSENT OF THE LED

A

NEO-MARXISTS

31
Q

SOCIAL MOBILITY IS RELATED TO EDUCATION IN THE SENSE THAT IT REFLECTS THE LIFE CHOICES MADE BY DIFFERENT INDIVIDUALS AND GROUPS

A

SAUNDERS

32
Q

_ APPROACH TENDS TO BE IN SUPPORT OF SCHOOLS BEING PRIVATELY OWNED RATHER THAN STATE-CONTROLLED (MARKETISATION)

A

NEW RIGHTS

32
Q

MIDDLE-CLASS PARENTS INVEST HEAVILY IN THEIR CHILDRENS EDUCATION AND THIS INVESTMENT CHOICE COMBINED WITH THEIR CHILDREN HARD WORK IS REWARDED WITH HIGHER EDUCATIONAL QUALIFICATIONS

A

SAUNDERS

33
Q

PARENTOCRACY

A

POWER OF PARENTS TO STRONGLY INFLUENCE THE EDUCATIONAL EXPERIENCE OF THEIR CHILDREN

34
Q

_ CARRIED OUT AN ANALYSIS OF CHRISTIAN FAITH SCHOOLS WHICH ARE ALLOWED TO SELECT STUDENTS BASED ON PARENTAL FAITH WITH THE RESULTS SHOWING THAT THEY TAKE A LOWER PROPORTION OF WORKING-CLASS CHILDREN THAN THEIR CATCHMENT AREA SUGGESTS THEY SHOULD

A

SHEPHERD AND ROGERS

35
Q

TO SEE MIDDLE CLASS CHILDREN OUTPERFORMING WORKING CLASS CHILDREN IN OBJECTIVE TESTS AND TO DEDUCE FROM THIS THAT THE SYSTEM ITSELF WAS UNFAIR AND NEEDED CHANGING MISSES THE POINT

A

SAUNDERS

36
Q

ALL SOCIETIES DEVELOP BELIEFS ABOUT WHAT IS WORTHY OF BEING KNOWN

A

WEBER

36
Q

MORE WOMEN THAN MEN STUDIED SUBJECTS LINKED TO MEDICINE, LIKE NURSING
AND MORE MEN THAN WOMEN STUDIED BUSINESS, ENGINEERING AND TECHNOLOGY

A

SELF AND ZEALEY

36
Q

FORMAL SCHOOL CURRICULUM REFLECTS THE INTERESTS OF A RULING CLASS IN CAPITALIST SOCIETIES IN THE WAY THAT KNOWLEDGE IS SELECTED AND STRATIFIED

A

YOUNG

36
Q

MALE AND FEMALE CAREER ASPIRATIONS OFTEN REFLECT TRADITIONAL GENDER STEREOTYPES SUCH AS CHILDCARE, NURSING, HAIRDRESSING FOR GIRLS AND COMPUTING, ACCOUNTANCY FOR BOYS

A

WARRINGTON AND YOUNGER

36
Q

WHAT COUNTS AS EDUCATIONAL KNOWLEDGE ALWAYS HAS AN IDEOLOGICAL DIMENSION

A

YOUNG

37
Q

EQUAL OPPORTUNITIES COMMISSION

A

EDUCATIONAL ACHIEVEMENTS GIRLS CONSISTENTLY OUTPERFORM BOYS AT ALL LEVELS OF THE UK EDUCATION SYSTEM AND THIS DOES NOT NECESSARILY HELP WOMEN INTO WELL-PAID JOBS

38
Q

MACKENZIES STUDY

A

45% OF GIRLS WERE ALLOCATED TO CARING PLACEMENTS BUT THESE DID NOT REFLECT THEIR CHOICES

38
Q

KAMPMEIER

A

ARGUES THAT WHILE THERE ARE GREATER OPPORTUNITIES FOR STEREOTYPING AND SEGREGATION IN VOCATIONAL TRAINING BCS OF A RELATIVELY NARROW RANGE OF OCCUPATIONAL TYPES COVERED ACADEMIC EDUCATION DOES NOT NECESSARILY GUARANTEE A LACK OF STEREOTYPING AND SEGREGATION

39
Q

_ DEMONSTRATED HOW PRE-SCHOOL TEXTS DESIGNED TO DEVELOP READING SKILLS REMAIN POPULATED BY SEXIST ASSUMPTIONS AND STEREOTYPES

A

BEST

39
Q

TEACHER EXPECTATIONS ESPECIALLY IN EARLY YEARS OF SCHOOLING EMPHASISE FEMALE ROLES RELATED TO THE MOTHER/CARER

A

NORMAN ET AL

40
Q

HIDDEN CURRICULUM IS A CONCEPT DEFINED AS THINGS CHILDREN LEARN FROM THE EXPERIENCE OF ATTENDING SCHOOL

A

JACKSON

41
Q

INFORMAL EDUCATION INVOLVES A SET OF IMPLICIT MESSAGES RELATING TO KNOWLEDGE AND VALUES, NORMS OF BEHAVIOUR THAT LEARNERS EXPERIENCE IN AND THROUGH EDUCATIONAL PROCESSES

A

SKELTON

42
Q

IN LATE POSTMODERNISM SOCIETIES THE MECHANISMS OF CULTURAL REPRODUCTION ARE MORE VARIED AND SUBTLE

A

BOURDIEU

43
Q

CASE STUDY OF EDUCATIONAL ACHIEVEMENT BY ETHNIC AND INDO-FIJIANS

A

OTSUKA

43
Q

_ IS CRITICAL OF THE IDEA THAT SCHOOLS OPERATE ALONG MERITOCRATIC LINES BECAUSE DIFFERENCES IN CULTURAL CAPITAL INFLUENCE BOTH THE RELATIVE STARTING POINTS OF STUDENTS AS THEY ENTER THE EDUCATION SYSTEM AND PASS THROUGH THAT SYSTEM

A

BOURDIEU

44
Q

_ NOTED HOW MIDDLE CLASS PARENTS WERE ABLE TO INVEST MORE TIME, MONEY AND EFFORT INTO THEIR CHILD EDUCATION THAN THEIR WORKING-CLASS PEERS

A

CROZIER ET AL

44
Q

MIDDLE-CLASS PARENTS IN MAURITIUS EXPLOITED THE KNOWLEDGE AND UNDERSTANDING OF HOW THE HIGHER LEVELS OF THE EDUCATION SYSTEM WORKED TO ENSURE THEIR OFFSPRING WERE BETTER PREPARED BOTH FINANCIALLY AND CULTURALLY

A

MARIAYE

45
Q

CONCEPT OF HABITUS

A

BOURDIEU

SOCIOLOGY THEORIST (3 decks)

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