Education with Methods in context Flashcards

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1
Q

what is ‘Social Cohesion’?

A

the bonds that bring people together into a united society

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2
Q

what is ‘hidden curriculum’?

A

The covert way in which schools teach children things that are not so much in the formal content of the subject.

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3
Q

What is ‘Social Solidarity’?

A

The cohesion between individuals in a society that ensures social order and stability

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4
Q

what are ‘particularistic values’?

A

Values that prioritize personal relationships

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5
Q

what are ‘universalistic values’?

A

Values that apply equally to all members of society, regardless of who you are

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6
Q

what is a ‘Meritocracy’?

A

A society in which people can achieve a certain status through hard work and their own merit

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7
Q

what is ‘Human Capital’?

A

The knowledge and skills possessed by a workforce that increases that workforce’s value to employers.// The intangible economic value of a worker’s experience and skills.

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8
Q

What is the (summarized) functionalist view on education?

A

They see education as an important agency of socialization, helping to maintain social stability through the development of value consensus and social cohesion.

Education is seen as playing a key role in preparing young people for adulthood and working life, providing them the means to improve their lives through upwards social mobility.

Durkheim and Parsons also identified 4 basic functions of education (which are?)

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9
Q

What are the 4 functions of education?

What 2 functionalists came up with these?

A
  • it is an agent of socialisation, passing on secondary socialisation
  • It nurtures shared values
  • Teaches the skills and knowledge needed for the economy
  • It sorts people according to their ability and talents

Emile Durkheim and Talcott Parsons

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10
Q

What is the New Right view on education?

A

The new right believe schools should be centred around competition and choice, this is mainly done through marketisation. By creating an ‘education market’, schools are forced to respond to the needs of teachers, parents and pupils. They are well known for introducing league tables, GCSEs and OFSTED in the UK as part the 1988 Education Reform Act.

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11
Q

what is ‘Equality of educational opportunity’?

A

The idea that regardless of your social class, gender or ethnicity, each child should have an equal chance of being able to maximise their potential

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12
Q

what is ‘Division of labour’?

A

The division of work into large numbers of specialized tasks, each of which are carried out by a worker

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13
Q

what is ‘Marketisation’?

A

Marketisation is the goal of making schools compete against each other for formula funding (government funding).

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14
Q

What is the general Marxist view on education?

A

Marxists argue that education aims to legitimise and reproduce class inequalities by forming a subservient class and workforce.

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15
Q

What is Althusser’s view on education

A
  • Sees meritocracy as a myth.
  • To prevent the working class from rebelling against exploitation, the ruling class uses ideological state apparatuses to persuade the working class minds to accept the ruling class ideology.
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16
Q

What’s an ideological state apparatuses?

Name 3.

A

Things the ruling class use to enforce their ideology on society such as; Schools, Media, Religion, Law, family, etc

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17
Q

What’s Bordieu’s view on education?

A
  • Bordieu regards the key role of the education system is to justify class inequality.
  • He believes every social class has their cultural framework called a ‘habitus’
  • He believes the dominant social class has the power to impose their habitus on the education system, essentially meaning those who come from upper/middle class backgrounds have more access to the culture dominant class.
  • This advantage is called ‘Cultural Capital’.
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18
Q

What is ‘Cultural Capital’?

A

The advantage the upper/middle class have on other classes in education, as they have close access to the culture of the of dominant class; as the habitus of the dominant class influences the education system

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19
Q

What’s Bowles and Gintis’ view on education.

A
  • They argue the world of work influences the organisation of education
  • With the hidden curriculum closely corresponding with many features of the work place
  • This helps people come to terms with their positions, reducing discontent among people
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20
Q

Name 3 similarities in School and Work

A

Authority and Hierarchy
School - Headteacher, teacher, six formers, younger pupils
Work - Boss, supervisor, skilled worker, unskilled worker

Fragmentation
School - Having many different subjects
Work - Division of labour

Rewards
School - Working harder for grades
Work - Working harder for Bonuses

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21
Q

What was Paul Willis ‘theory of ‘learning to labour’?

A

A study of 12 working class ‘lads’, where it was found that these ‘lads’ not uninterested in school and saw the whole point of school was to have a laugh and chat up girls.

Paul Willis came back years later and found these ‘lads’ working manual jobs still doing the same things which they were doing in school; looking for attention from co-workers and trying to be the manliest.

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22
Q

What’s the relationship between Bowles and Gintis’ ‘Correspondence theory’ and Paul Willis’ ‘Learning to labour’.

Explain.

A

They completely contradict each other; correspondence theory claims schools make students grow up to be obedient workers, while learning to labour proves that some student don’t care for authority and don’t become obedient.

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23
Q

What is a ‘habitus’?

A

Cultural frame work and set of ideas possessed by each social class

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24
Q

What is ‘Hegemony’?

A

The dominance in society of the ruling class’ set of ideas over others, and how the rest of society accepts them

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25
Q

What is ‘Hegemonic control’?

A

Control of the working class is achieved through the hegemony and acceptance of ruling class ideas

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26
Q

What is a ‘sub culture’?

A

A smaller culture within the main culture of society, that are some ways different

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27
Q

What is an ‘anti sub school culture’?

A

A group that’s built around a set of values and behaviours that oppose the main aims of school

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28
Q

What is ‘Sexism’?

A

Prejudice against people because of their sex.

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29
Q

What is ‘Globalisation’?

A

the growing inter connectedness of societies across the world.

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30
Q

What is ‘Self-concept’?

A

A collection of beliefs about oneself

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31
Q

What is ‘Self fulfilling prophecy’?

A

When someone starts to act in the way they’re being labelled

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32
Q

What is ‘Halo effect’?

A

Labelling someone upon first or earlier impressions.

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33
Q

What is a stereotype ‘?

A

oversimplified view of features on a social group

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34
Q

What did Waterhouse(2004) find?

A

Teacher form labels for students over a period of time, once applied they become the pivotal identity for students.

Waterhouse found that even when the student labelled as bad by the teacher, starts to behave well, the teacher will see it as a phase.

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35
Q

What did Becker(2009) find,

and what’s an ideal pupil

A

They discovered that teachers initially evaluate pupils in relation to their stereo types pf an ideal pupil.

An ideal pupil is a perfect student to a teacher, and judge students base on their ideal pupil

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36
Q

What is the ‘ideal pupil’, and what does it consist of?

A

An ideal pupil is a perfect student to a teacher, and teachers judge students base on their ideal pupil.

  • obedient
  • hard working
  • performs well in exams
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37
Q

What did Harvey and Slatin (1975) find

A

They found that white middle class children were more likely to be identified as more likely to be successful, while teachers had lower expectations of students from poorer backgrounds.

Students who fit the ‘ideal pupil’ will be pushed to aim higher, while those who don’t wont be pushed so much

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38
Q

What is ‘Banding’?

A

Where schools ensure they take in students of all abilities

39
Q

What is ‘Setting’?

A

Where students are divided into groups (sets) of the same ability in particular classes

40
Q

What is ‘Streaming’?

A

Where students are divided into groups of similar ability, and it applies for all subjects

41
Q

Name a con of streaming and setting?

A

Due to the educational triage, students who are in higher streams and sets are going to get better access to teachers and better engagement

Those in lower streams or sets will be given worse teachers and therefore will have less opportunities as a result

42
Q

What is the ‘Educational Triage’?

A

The educational triage is the way schools spilt students up into 3 sections in accordance to who needs most help

Those who ‘will not’ get 5 A - C GCSEs; these will get no help as there is ‘no point’.

Those who may get 5 A - C GCSEs with some extra help

Those who are likely to get 5 A - C GCSE

43
Q

Why is the ‘Educational Triage’ a problem?

A

Students from working class backgrounds are much more likely to be put into lower sets/streams due to teacher stereotyping.

Essentially these students won’t get the same opportunities as those in the higher sections in the triage, as they’re seen as not being able to get 5 GCSEs even with help

44
Q

What is ‘Material Deprivation’?

A

Material deprivation is the inability to afford basic resources;
- sufficient food
- heat
- educational resources

45
Q

What is ‘Cultural Depravation’?

A

Where a person has inferior norms, values, skills and knowledge. The theory states that people of lower social classes experience cultural deprivation compared with those above and that this disadvantages them.

46
Q

What is the ‘Restricted Code’?

A

The everyday informal language you’d use with friends and family; detail isn’t need needed and typically used by the working class.

47
Q

What is ‘Elaborated Code’?

A

the formal language that you’d use in formal context; a wide range of vocabulary is used and is often more descriptive

48
Q

What is ‘Deferred gratification’?

A

Putting off pleasures today, for tommorow

49
Q

What is ‘Individual effort’?

A

opposite of collectivism, working individuals against others

50
Q

What is ‘Present - time orientation’?

A

A lack if emphasis on long term goals

51
Q

What is ‘Future - time orientation’?

A

Planning for the future

52
Q

What is ‘Immediate gratification’?

A

Having pleasures now instead of the future

53
Q

What is ‘Collectivism’?

A

Working together

54
Q

What is ‘Fatalism’?

A

Believing you don’t have control over your life (your fate)

55
Q

Summarise the myth of cultural deprivation

A

Keddie (1973) sees cultural deprivation as just a way to victim blame. The WC fail because they are put at a disadvantage by discrimination from the MC dominated education system.

56
Q

What are Bordieu’s 3 capitals

A

Cultural Capital - The advantage the dominant class have over other classes.

Social Capital - refers to the social networks of the influence and support the people have

Economic Capital - Material assets that are immediately converted into money.

57
Q

Name 2 reasons why girls achieve more than boys

A
  • Girls are more behaved, and more likely to finish homework
  • Teachers are likely to mark up girls’ work, as they are more ‘school friendly’.
  • Girls under estimate their selves, leading to them working harder
58
Q

Name 2 reasons why boys don’t achieve in school

A
  • Boys are much more likely to not do school work and rather play video games and such
  • Boys fall into the self fulfilling prophecy; believing they aren’t as good girls
  • Even when boys’ work is as good as girls, the higher grade is likely to go to the girl
59
Q

What is ‘Systematic Racism’?

A

A form of racism that is imbedded into system and protocols

60
Q

What are the highest achieving groups, and why are they the highest achieving

A

Chinese and Indian pupils

Chinese and Indian pupils are likely to be from middle class backgrounds, thus gaining the benefits of the middle class

61
Q

What are the lowest achieving groups, and why are they the lowest achieving

A

Black, Gypsy, Pakistani and Bangladeshi

  • have below average reading skills
  • put into lower streams regardless of acadameic ability
62
Q

Reasons why there’s an inequality among student achievement

A

Social/Material factos
-ethnic minorities likely to live in poorer backgroungs

Language
- English isn’t the first language of student in some schools

Parental support and family life
- White working class parents are normally anti school
- Asian pupil parents show interest in helping their children but lack the education to truly help

63
Q

Reasons why there’s an inequality among student achievement

A

Social/Material factors
-ethnic minorities likely to live in poorer backgrounds

Language
- English isn’t the first language of student in some schools

Parental support and family life
- White working class parents are normally anti school
- Asian pupil parents show interest in helping their children but lack the education to truly help

Racism
- Black pupils are much more likely to be expelled from school than white pupils
- Ethnic minorities and WC pupils don’t fit the ideal student construct the teachers creates, leading to students that don’t match this construct to be put in lower sets and streams
-Bullying among pupils is very common

64
Q

Name 4 ethical issues relating to research in schools

A
  • If student is under 18, consent is needed from parents
  • Students are vulnerable
  • Anonymity
  • Teachers may suffer disciplinary issues
  • May undermine parent authority if “bad parenting” is uncovered
65
Q

Name 3 pro practicalities of researching in school

A
  • Money
  • Time
  • Attaining students; you’re already at a school so they’ll be plenty
  • ## Lots of secondary data; behavioural logs
66
Q

Name 3 con practicality issues in school

A
  • Head teacher acting as a gatekeeper
  • the students you want to research may bunk
  • students your focusing have low literacy skills; unable to understand
  • Schools may want to avoid bad publicity
    School safe guarding protocols
67
Q

What was the tripartite system

A

Established in the education act of 1944, it created 3 state funded schools;
- Grammar schools
- Technical schools
- Secondary modern schools

68
Q

What is the ‘Comprehensive system’?

A

Introduced in 1965, abolished the 11+ and all pupils attended the same local comprehensive school.

69
Q

Name two things the Marketisation policies brought

A
  • Formula funding
  • League tables
  • Ofsted
  • Open embroilment; parents could pick more than one school
70
Q

Name 3 New Labour Policies between 1997 to 2010

A
  • Increased funding for state schools
  • Class sizes were reduced to 30
  • One hour per day of reading and maths
  • Sure Start
  • Education Maintenance Allowance
71
Q

Name 2 pros of the New Labour Policies

A
  • SATs and GCSE scores have improved significantly under New Labour
  • Greater diversity of schools
  • New Labour have established a ‘Learning Society’ in which learning is more highly valued
72
Q

Name 2 cons of the New Labour Policies

A
  • The gap between middle classes and working classes achievement continues to grow
  • The introduction of tuition fees in Higher Education puts many working class children off going to University
  • Students are too taught to the test and less able to think critically
73
Q

Name 2 Conservative Party policies post 2010

A
  • Pupil premium; giving schools extra funding based on the number of Free School Meals pupils they took in
  • Free Schools; State funded schools that were run by parents
  • Spending cuts; cuts on spending on education
74
Q

What is ‘Endogenous privitisation’?

name 2 examples

A

Privitisation which occurs within school
- Inspections
- Parental choice
- performance related pay for teachers

75
Q

What is ‘Exogenous privitisation’?

name 2 examples

A

Privitisation occurring externally
- Branding of schools
- Examination system run by for
- Ofsted is a private company

76
Q

“School is a bridge between the particularism of the family, and the universalism of wider society”

A

Durkheim

77
Q

“importance of self fulfilling prophecy and how expectations can effect pupil achievements”

A

Rosenthal and Jacobson

78
Q

“School is just another ideological state apparatuses”

A

Althussur

79
Q

“Habitus and cultural capital”

A

Bourdieu

80
Q

“Working class pupils underachieve due to characteristics like fatalism and immediate gratification”

A

Hyman and Sugarman

81
Q

“Cultural deprivation is a myth, just school has a different culture”

A

Keddie

82
Q

“Correspondence theory”

A

Bowles and Gintis

83
Q

“The women’s movement and feminism have challenged the traditional stereotype of women’s roles”

A

Mitsos and Browne

84
Q

“School is a society in miniature”

A

Durkheim

85
Q

“Negative labels attached to minority ethnic groups may be challenged”

A

Fuller

86
Q

“Teachers give those in higher streams better knowledge, than those in lower streams”

A

Keddie

87
Q

“Educational success is determined by parental interest and encouragement”

A

Douglas

88
Q

“Elaborated and Restricted code”

A

Bernstein

89
Q

“Education system is a means of role allocation”

A

Davis and Moore

90
Q

“Learning to labour and how it challenges the meritocratic view of education”

A

Paul Willis

91
Q

“educational triage”

A

Gillbourn and Youdell

92
Q

“marketization policies tend to perpetuate social divisions and reproduce existing inequalities”

A

Ball

93
Q

“educational triage”

A

Gillborn and Youdell

94
Q

“50 years ago, women prioritised marriage, now women prioritises educational and career achievement”

A

Sue Sharp