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Sociology Education > Educational Policy And Equality > Flashcards

Educational Policy And Equality Flashcards

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Sociology 101 flashcards
1
Q

Education before the Industrial Revolution

A

There were no state schools, education was available only to minority of the population, and was only provided by churches or charities for a few of the poor.

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2
Q

From 1944, what idea was education beginning to be influenced by

A

Meritocracy

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3
Q

What was the 1944 educational act

A

The tripartite system

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4
Q

What was the test called that the children had to take and what were the three schools?

A

The 11+ exam
Grammar
Secondary
Technical

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5
Q

The tripartite system and meritocracy

A

Rather than promoting meritocracy, the tripartite system reproduce class inequalities by channeling the two social classes into two different types of schools that offered unequal opportunities.

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6
Q

What education system was introduced in 1965

A

The comprehensive system
It aim to overcome the classified of the tripartite system, and to make education more meritocratic.

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7
Q

The tripartite system and justifying inequality

A

The system justified inequality through the ideology that ability is inborn. It was argued that ability could be measured early on in life through the 11+ however, in reality children’s environment greatly affects the chance of success.

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8
Q

What did the comprehensive want for the tripartite system

A

For the 11+ to be abolished along with grammar, schools and secondary schools to be replaced by comprehensive schools, where all pupils within the area would attend.

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9
Q

Functionalists perspective of comprehensive education

A

comprehensives promote social integration by bringing children of different social classes together in a school. The comprehensive system was more meritocratic as it gave pupils a longer period to show and develop their abilities.

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10
Q

Julienne Ford perspective on comprehensive education

A

Julienne found little social mixing between working class at middle-class peoples due to streaming.

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11
Q

Marxists perspective on comprehensive education

A

Comprehensives are not meritocratic, and they reproduce class inequality through the continuation of the practice of streaming and labelling.

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12
Q

Marxists, comprehensive education and the myth of meritocracy

A

Comprehensives appear to offer equal chances, but the myth of meritocracy justifies class inequality by making unequal achievement seem fair, And the fault of the individual rather than the system.

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13
Q

What is Marketisation

A

Refers to the process of introducing market forces of consumer choice and competition between suppliers in two areas run by the state such as education

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14
Q

1988 education reform act

A

Made marketisation a central theme of government educational policy.

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15
Q

Marketisation and the new right

A

Neo liberals and the new right favour marketisation they argue that marketisation means that schools have to attract customers by competing with each other in the market.

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16
Q

What is parentocracy

A

education must conform to the wealth and wishes of parents rather than the abilities and efforts of the pupil.

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17
Q

What policies were made to promote marketisation

A

League tables
Ofsted
Sponsorship of schools
Schools competing for pupils
Tuition fees
Free schools set up by parents
Specialist schools
Formula funding

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18
Q

Miriam David 1993 and marketisation

A

Describes marketised education as a parentocracy, He argues that in an education market power shifts away from the producers like teachers and to the consumers like parents, which encourages diversity amongst schools, giving parents more choice.

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19
Q

The reproduction of inequality
Stephen ball 1994

A

Note how marketisation policies such as league tables and funding formula, reproduce class inequalities by creating inequalities between schools.

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20
Q

What are League tables

A

It’s the policy of publishing, each School’s exam results in a league table. This ensures that schools that achieve good results are more in demand.

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21
Q

Will Bartlett 1993
Cream skimming and silt shifting

A

Cream skimming allows good schools to be more selective and choose their own customers and silk shifting, allows schools to avoid less able pupils.

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22
Q

What happens to Schools with poor league tables

A

They cannot afford to be selective and have to take less able, mainly working class pupils so their results are Poorer and they will remain unattractive to middle class parents.

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23
Q

What is the funding formula

A

Schools are allocated funds by a formula based on how many pupils they attract, popular schools, getting more funds and can afford better qualified teachers and better facilities.

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24
Q

The Institute for public policy research 2012, and funding formulas

A

They found that competition-oriented education systems, such as Britain’s produce more segregation between children of different social backgrounds

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25
Q

Parental choice and marketisation policies

A

These policies benefit the middle-class by creating inequalities between schools. They also advantage, middle-class parents, whose economic and cultural capital put them in a better position to choose good schools for their children.

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26
Q

Gerwitz 1995 and parental choice

A

She did a study of 14 London secondary schools, and found the differences in parental economic and cultural capital leads to class differences in how far they can exercise choice of secondary schools

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27
Q

Gerwitz and the 3 main types of parents
1st parent

A

The privileged skill choosers
Mainly professional middle-class parents who use their economic and cultural capital gain educational capital for their children. They know how School admission systems work.

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28
Q

Gerwitz and the three main types of parents
2nd type

A

The disconnected local choosers
Working class, parents, whose choices were restricted by their lack of capital. Find it difficult to understand School admission procedures and their funds are limited

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29
Q

Gerwitz and the three main types of parents
3rd type

A

Semi skilled choosers
Mainly working class but are ambitious for their children they like capital and find it hard to make sense of education market.

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30
Q

The myth of parentocracy

A

It makes it appear that all parents have the same freedom to choose which school to send their children to. However, it is actually middle-class parents who are better able to take advantage of their choices.

31
Q

The new labour and inequality

A

While marketisation policies have tended to increase inequality, the new labour governments of 1997 to 2010, also introduce a number of questions and reducing it

32
Q

Labour policies aimed at reducing inequality

A

Providing additional resources in deprived areas, The aim higher program to raise the aspirations of groups under represented, education maintenance allowances for students from low income backgrounds. Increase funding for state education.

33
Q

New labour policies to reduce inequality
The National literacy strategy

A

The strategy called for more literacy and numeracy hours and reducing primary school class sizes. It is claimed these policies are of great benefit to disadvantage groups and so help to reduce inequality.

34
Q

Melissa, Benn, 2012 and the labour policies to reduce inequality

A

she sees a contradiction between labour policies to tackle in a quality and its commitment to marketisation. She calls it the new labour paradox. For example, introducing EMA is to encourage poorer students to stay in education, labour also introduced tuition that may deter them from going to university.

35
Q

Conservative government policies from 2010
David Cameron

A

David Cameron stated that the aim of coalitions educational policy was to encourage excellence, competition and innovation by freeing schools from the dead hand of the state through policy, such as academies and free schools

36
Q

Academies from 2010

A

Schools were encouraged to leave local authority control, academies could control their curriculum

37
Q

Academies from 2010
Funding

A

Funding was taken from local authority, budgets, and given directly to the academies

38
Q

Academies by 2017

A

over 68% of all secondary schools had converted to Academy status. Some academies are run by private educational businesses and funded directly by the state.

39
Q

Problems with academies

A

Labours original city Academy, targeted disadvantage School areas, but by allowing any School to become an academy, removed the focus on reducing inequality

40
Q

Free schools

A

Free schools are set up and run by parents, teachers or businesses rather than the local authority, but still funded by the state.

41
Q

Supporters of free schools perspective

A

Supportive of free schools claim that they improve educational standards by giving power to parents. It also gives parents and teachers the opportunity to create a new school if they are unhappy with the state schools in their area.

42
Q

Rebecca Allen 2010 and free schools

A

Rebecca argues that research from Sweden, where 20% of schools are free schools show that they only benefit children from highly educated families.

43
Q

Criticism to free schools

A

Critics claim that free schools are socially devisive and they lower standards. schools in the USA have been criticised for to raising standards, by strict pupil selection. In England, free schools take fewer disadvantaged peoples than nearby schools.

44
Q

Fragmented centralisation
Ball 2011

A

Who argues that promoting academies and free schools has led to both increase fragmentation and increase centralisation of control over educational provision in England.

45
Q

Increase of fragmentation

A

The comprehensive system is being replaced by a patchwork of diverse provision and much of it involves private providers that leads to greater inequality in opportunities.

46
Q

The increase of centralisation of control

A

Central government has the power to allow or acquire schools to become academies or allow free schools to be set up. These schools are funded directly by central government and their rapid growth has greatly reduced the role of elected local authorities.

47
Q

Policies to reduce inequality, conservative party

A

Free school meals for all children in reception to year 2
Pupil premium is the money schools receive for each people from a disadvantaged background

48
Q

Policies to reduce inequality
Conservative party
Ofsted and pupil premium

A

Ofsted found that in many cases, the pupil premium is not spent on those it was supposed to help. Only 1/10 head teachers said it had a significantly changed how they supported pupils from disadvantaged backgrounds.

49
Q

The Conservative governments austerity program
Cut spendings on many areas in education

A

The spending on School buildings was cut by 60%, many sure start centres were closed, and their education, maintenance allowance was abolished and university fees tripled.

50
Q

Criticism to the government austerity programme

A

Critics argue that cutting sure start and the EMA has reduced opportunities for working class, pupils and increasing university fees may discourage them from entering high education.

51
Q

The privatisation of education
What does privatisation mean?

A

It involves the transfer of public assets, such as schools to private companies. For example, the gas and electric used to be only state owned and now privatly owned by different private sectors.

52
Q

The privatisation of education
Trends towards privatisation

A

In recent years, there has been a trend towards the privatisation of insulting aspects of School and education has become a source of profit for capitalist.

53
Q

The privatisation of education
Ball and the education services industry

A

Private companies in the ESI are involved in increasing the range of activities in education, including the building of schools, supply teachers, work based learning, career advice and OFSTED in inspections.

54
Q

The prioritisation of education
School building projects and the public private partnerships

A

Large scale school building projects often involve ppps, private sector companies provide capital to design, build, finance and operate educational services. Contracts last for 25 years or more in which the time the local council pays a monthly lease

55
Q

The privatisation of education
The profitable activities within education and Stephen ball 2007

A

companies involved in such work, expect to make up to 10 times as much profit as they do on other contracts. Look authorities enter into these agreements as the only way of building new schools, due to the lack of funding by the central government

56
Q

Blurring the public/private boundary

A

Many senior officials in the public sector such as head teachers leave to set up or work for private sector education businesses. These companies, then bid for contracts, provide services to schools and local authorities.

57
Q

Alison pollack 2004
Blurring the public/private boundary

A

This flow of personnel allows companies to buy inside knowledge to help win contracts, as well as sidestepping local authority democracy.

58
Q

What does blurring boundaries mean?

A

It means people are becoming more like brands and brands are becoming more like people. It’s the changing dynamics of relationships with brands and people through technology.

59
Q

Privatisation and globalisation of educational policy

A

Many private companies in the education services industry of foreign owned. The example, at Excel is owned by the US educational publishing and testing Pearson.

60
Q

Buckingham and Scanlon, 2005
Privatisation and the globalisation of education policy

A

The leading educational software companies are all owned by global multi nations. Many contracts educational services in the UK are sold on by the original company to order such as banks and investment funds.

61
Q

The globalisation of privatisation of educational policy
Overseas businesses

A

UK businesses work overseas and often private companies are exporting UK education policy to other countries. Ofsted. As a result Nation-states are becoming less important in policy making, which is shifting to a global level and often privatised.

62
Q

The cola-isation of schools

A

The private sector is also penetrating education indirectly, for example, through vending machines on School premises. And the development of brand loyalty through displays of logos and sponsorships.

63
Q

Molnar, 2005
The cola-isation of schools

A

Schools are targeted by private companies because schools carry enormous goodwill, confer legitimacy on anything associated with them.

64
Q

The Benifit for schools due to cola-isation

A

The benefits to schools and pupils for this private sector involvement are very limited. For example, a Cadburys sports equipment promotion was scrapped after it was revealed that pupils would have to eat 5440 chocolate bars to qualify for a set of volleyball posts

65
Q

Education as a commodity
Stephen ball

A

Ball concludes that a change is taking place in which privatisation is the key factor shaping educational policy. Policies are focused on moving educational services out of the public sector controlled by the state.

66
Q

Marxist Stuart Hall 2011 on Conservative government policies

A

They see conservative government policies as part of the long march of the neo Liberal revolution, and sees academies as an example of handing over public services to private capitalists such as educational businesses.

67
Q

Neo liberalists on Conservative government policies

A

Claim that privatisation and competition drive up standards is a myth used to legitimate the turning of education into a source of private profit

68
Q

Policies on gender
Privatisation of education

A

In the 19th century, females were largely excluded from higher education, girls had to achieve a higher mark than boys in the 11+ to obtain a grammar school place. Policy, such as GIST have been introduced to reduce gender differences in subject choice

69
Q

Policies on ethnicity
Privatisation of education
Assimilation policies in the 60s and 70s

A

Focused on the need for pupils from minority ethnic groups to a simulate in mainstream Britain’s culture as a way of raising their achievement. Have a critics argue that the real cause of underachievement lies in poverty or racism

70
Q

Policies on ethnicity
The multicultural education policy through the 80s and 90s

A

Aimed to promote the achievements of children from minority ethnic groups by valuing all cultures in the school curriculum, raising minority people, self-esteem, and and achievement.

71
Q

Policies on ethnicity
Criticism to the multicultural education policy

A

Maureen stone argues that black pupil do not fail for lack of self-esteem, and theorist argue that the policy picks out stereotypical features of minority cultures.

72
Q

Policies on ethnicity
Social inclusions and policies to raise the achievement and then late 90s

A

The policy included detailed monitoring of exam results by ethnicity, amending the race relations act and Saturday schools in the black communities. Along with additional language programs.

73
Q

Criticism to social inclusions and policies to raise achievement in the late 90s

A

Heidi Safia Mirza, see the little genuine changing policy and argues that, instead of tackling the structural causes of ethnic inequality, such as poverty, educational policy still takes a soft approach that focuses on culture, behaviour and the home.

Sociology Education (6 decks)

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