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Education > Educational Policy And Inequality > Flashcards

Educational Policy And Inequality Flashcards

1
Q

Before the Industrial Revolution in the late 18th century and early 19th century

A
  • there were no state schools
  • education was only given to minorities
    -Before 1833 the state spent no public money on education
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2
Q

Effect of industrialisation on education

A
  • increased the need for an educated workforce
  • the state made schooling compulsory from the ages of 5 to 13 in 1880
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3
Q

Class Backround

A

-Schooling did little to change pupils ascribed status

-Middle class pupils were given an academic curriculum to prepare for careers or professions

-WC pupils had school for basic numeracy and literacy skills needed for routine factory work to instil obedience attitude to their superiors

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4
Q

Selection: tripartite system

A

1944- education became influenced by meritocracy

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5
Q

1944 Education Act

A

Brought the tripartite system where pupils are selected and allocated to three different types of secondary schools based on their 11 plus exams

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6
Q

Tripartite
GRAMMAR SCHOOLS

A

Offered an academic curriculum
And access to non manual jobs and higher education. They were for pupils with academic ability who passed the 11+
( mainly MC)

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7
Q

Secondary modern school

A

Non academic ‘ practical’ curriculum and access to manual work for those who failed their 11+ ( Mainly WC)

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8
Q

Technical schools

A

Existed in few areas

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9
Q

Evaluation of the tripartite system:

A
  • reproduced class inequality - separating classes into schools with different opportunities
  • reproduced gender inequality- requiring girls to gain higher marks than boys for the grammar school
  • legitimises inequality- through ideology that ability is inborn and that ability is measured through early life (11+)
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10
Q

The comprehensive school system

A

Was Introduced in many areas from 1965 onwards. It aimed to overcome the class divide of the tripartite system and make education more meritocratic.
The 11+ was to be abolished and grammar schools to be replaced by comprehensive school
- however it was dependant on local authority to decide on this school so grammar- secondary divide still exists in many areas

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11
Q

Functionalists on comprehensive schools

A

-promotes social integration by bringing children from different social classes together in a school
-mertiocratic - gives pupil longer time to show their abilities unlike the tripartite system

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12
Q

evaluation of Functionalist- Ford

A

little social mixing between MC and WC pupils because of streaming

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13
Q

Marxists on comprehensives

A
  • comprehensives are not meritocratic
    -reproduce social inequality from one gen to the next through labelling and streaming which denies wc pupils an opportunity
    -‘myth of meritoracy’- justifies class inequality by making unequal treatment seem fair because failure looks like individual fault not the institutions
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14
Q

marketisation

A

where schools were encouraged to compete against each other and act more like private businesses rather than institutions under the control of local government.

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15
Q

examples of an ‘education market’

A
  • reducing direct state control over education
  • increasing both competition between schools and parental choice of school
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16
Q

government and marketisation

A

-Marketisation becomes central theme of government educational policy since the 1988 education reform act ( conservative gonernment, Margaret Thatcher)

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17
Q

1997 New Labour government

A

followed similar policies emphasising standards, diversity and choice

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18
Q

2010 conservative liberal democrats coalition goverment

A

took marketisation even further by creating ACADEMIES AND FREE SCHOOLS

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19
Q

neoliberals and New right favouring Marketisation

A

means school has to attract customers by competing in the market. Schools will provide customers with what they want such as exam success- will thrive, and those that dont will ‘go out of business’

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20
Q

policies promoting marketisation

A
  • league tables and ofsted inspection reports
    -business sponsorships of school
    -open enrolment
    -formula funding
    -introduction of tuition fees for higher education
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21
Q

Mirium David- ‘parentocracy’

A

ruled by parents and this power shifts to the consumers which encourages diversity among schools giving parents more choice and raise standards

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22
Q

Ball and Whitty- reproduction of inequality

A

exam league tables and formula funding provide class inequality by creating ineqaulities between schools

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23
Q

Bartlett- League tables

A

CREAM SKIMMING - ‘good’ schools are more selction and recruit high achieving middle class pupils and thus these pupils gain an advantage
SILT-SHIFTING - ‘good’ schools can avoid taking less able pupils who are likely to get poor results and damage the schools league table position

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24
Q

schools with poor league table positions

A
  • cannot afford to be selective and take less able WC pupils
    -remain unattracted by MC parents
  • so league tables produce unequal schools that reproduce social class inequality
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25
Q

the funding formula

A
  • funds= amound of pupils
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26
Q

popular schools

A

get more funds so can afford better-qualified teachers and better facilities
- popularity allows them to be more selective and attract more able mc applicants

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27
Q

unpopular schools

A

-lose income and find it difficult to match the teachers skill and facilities of their successful rivals. Thus fail to attract pupils and funding is further reduced- failure of pupils

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28
Q

institute for public policy research (2012)

A

found competitive orientated education systems such as Britains produce more segregation between children of different social backrounds

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29
Q

how marketisation advantages mc parents

A

theyre economic and cultural capital put them in a better position to choose ‘good’ schools for their children

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30
Q

Gewirtz

A

-study of 14 London secondary schools
- found difference in cultural and economic capital in parents class differences led to their choice of secondary school

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31
Q

Types of parents

A

-privileged skilled choosers
- disconnected local choosers
-semi-skilled choosers

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32
Q

privileged- skilled choosers

A
  • mainly wc parents using economic and cultural capital to gain educational capital for their child
  • took advantage of the choices ( confidence and prosperious)
    -knew how admissions systems work so know the importance of particular schools
    -afford to move their children around the education system to gain from it. E.g paying extra travel for children studying afar
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33
Q

diconnected-local choosers

A

-wc parents who lack economic and cultural capital
- dont understand the school admissions procedure
- less able to manipulate the system to their own advantage
- placed importance on safety and the quality of school facility than league tables
- could only afford near schools as travel cost limits them

34
Q

semi-skilled choosers

A
  • mainly wc parents
    -unliked the diconnected local choosers they were ambitious
  • however they also lacked cultural capital and cant understand the education market and so rely on peoples opinions about schools
    -often frustated on their inability
35
Q

Gewirtz conculsion

A

in practice mc parents possess cultural and economic capital and have more choice than working class parents

36
Q

The myth of parentocracy- Ball

A
  • the education system pretend that parents have free choice of school howver its a myth not reality because they dont have the freedom ( Gewirtz)
  • by disguising the reproduction of class inequality, the myth of parentocracy makes inequality in education seems fair and inevitable
37
Q

Leech and Campos (optional)

A

mc parents can afford to move into catchment areas of more desirable schools

38
Q

New labour and inequality (1997-2010)

A

introduced policies to reduce inequality

39
Q

Education action zones (labour)

A
  • deprived areas that are provided with additional resources
40
Q

Aim higher programme (labour)

A

raise the aspirations of groups who are under reoresented in higher education

41
Q

Education maintenance allowance( EMAs) (labour)

A

payments to students from low income backrounds to encourage them to stay on after 16 to gain better qualifications

42
Q

Introduction of the National literacy Strategy, literacy and numeracy hours, and reducing primary school class sizes (labour)

A

claimed to benefit disadvantaged groups and so reduce inequality

43
Q

City academics (labour)

A

give a fresh start to struggling inner-city schools with mainly wc pupils

44
Q

increased funding for state education

A

financial aid in education

45
Q

critics- Melissa Benn

A

the NL are trying to decrease inequality yet are aksi commit to marketisation - ‘New Labour paradox’

46
Q

examples- EMAs

A

EMAs encourage poorer students to stay in school however Labour introduced tuition fees for higher education that may prevent them from going college

47
Q

conservatives (2010)

A

-the conservative led coalition governement (2010-2015) and the conservative government from 2015
-moved away from an education system based on comprehensive schools run by local authorities

48
Q

Neoliberal and New Right

A

the conservative policies have been strongly influenced by neoliberal and new right ideas about marketisation and privatisation of the education system

49
Q

David Camerons aim

A

-the Coalitions education policy aimed to encourage excellence by freeing school from the state ( academies and free schools)
-cuts were made to the education budget- the policy of reducing state spending

50
Q

Academies

A

-from 2010 all schools were encouraged to leave local authority control and become acadamies. Funding was to be given from the central government from the local authority budget.
They were free to choose their own curriculum.
- academies were given control over their curriculum
- the coalition government removied the focus on inequality with academies

51
Q

2017 statistics

A

68 percent of secondary schools converted to academic status. Some academies are run by private educational businesses and funded directly by the state

52
Q

Free schools

A
  • are funded by the state
    -set up and run by parents/teachers/faith organisations or businesses rather than local authority
    -improved edcational standards by giving power to parents not the state
    -parents and teachers can create a new school if they are unhappy with the state schools in their local areas
53
Q

Allen (2010)

A

research from sweden with 20 percent of schools are free schools, shows that they only benefit children from highly educated families

54
Q

other critics

A

free schools are socially divisive and they lower standards. Swedens international education ranking has fallen since the introduction

55
Q

charter schools in the US

A

-similar to free schools
-have been criticised for appearing to raise standards but only doing so by strict pupils selection and exclusion policies

56
Q

England evidence for inequality in free schools

A

in 2011 only 6.4 percent of pupils at Bristol free school were eligible for free school meals compared with 22.5 percent of pupils across the whole city

57
Q

Fragmented centralisation- Ball

A

promoting academies and free schools has led to both increased fragmentation and centralisation of control over educational provision in England

58
Q

Fragmentation

A

being replaced by a patchwork of diverse provision, (much being private providers) that leads to greater inequality in opportunities

59
Q

centralisation of control

A

the central government has the power to allow or require schools to become free school or academies. The local government has no power

60
Q

conservative-led coalition policies to reduce inequality

A

-free school meals for recpetion,year 1,year2
- the pupil premium, money that schools receive for each pupil from disadvantaged backround

61
Q

Ofsted (2012)

A

the pupil premium is not spent on those it is supposed to help. It does not support pupils from disadvantaged backround

62
Q

cutting sure start and the EMA

A

it has reduced opportunity for the working class pupils, similarily increasing tuition fees disencourages university/higher education

63
Q

privatisation

A

-involves the transfer of public assets such as schools to private companies
- in the process education becomes a souce of profit for capitalists in what Ball calls the ‘education services industy’ (ESI)

64
Q

private companies in the ESI

A

-involved in an ever increasing range of activities in education,including building schools, providing supply teachers, work-based learning ect…

65
Q

large scale school building projects - Public-private partnerships (PPPS)

A

-private sector companies provide capital to design,build,finance abd operate educational services

66
Q

Ball (2007)

A

-companies involving in such work make ten times more profit as they do on other contracts
- however local authorities are often obliged to enter into these agreements as the only way to fund schools without the support of the central government

67
Q

Blurring the public/private boundary

A

-many senior officials in the public sector now leave to set up or work for private sectors
-pollock (2004) found that the flow of personnel allows companies to buy ‘insider knowledge’ to help win contracts as well as side stepping the local authority and schools
- this involves the transfer of public assets to private companies

68
Q

privatisation and globalisation of education policy

A

-private companies in the education services industry are foreign owned ( Edexcel with US educational publishing and testing giant pearson)
- Ball says some pearson GCSE exam results answers are now marked in sydney and lowa

69
Q

Buckinghamand Scanlon

A

the UKs four leading educational software companies are owned by global multinationals ( Disney, the US)
-nation state are becoming less common in policymaking , shifting towards global levels

70
Q

the cola-isation of schools

A

-private sector are penetrating which is called a cola-isation of schools ( school vending machines)
-Monlar argues that schools are targeted by private companies and can confer legitimacy putting some kind of product endoresment
-the private sector involvement are often limited
-BEDER found UK families spent £110,000 in tescos in return for a computer at school

71
Q

education as a commodity

A

BALL concludes:
- privatisation is becoming the key factor shaping educational policy
- education is being provided by private companies instead
-in the process education is being turned into ‘legitimate object of private profit-making’- a commodity to be bought and sold in a education market

72
Q

MARXIST- Hall

A
  • see conservative government polcies as part of the ‘LONG MARCH OF THE NEOLIBERAL MOVEMENT’
  • academies hand over public services to private capitalists( businesses)
  • the neoliberal claim of privatisation increasing standards is a myth used to legitimate the turning of education into a source of private profit
73
Q

Gender policies

A

since the 1970s policies likes GIST have been introduced to try to reduce gender differences in subject choice

74
Q

ethnicity policies

A

policies raising achievement of students from minority backrounds

75
Q

assimilation

A

-policies in the 60s and 70s aimed for pupils in minority groups to assimilate into mainstream British culture to achieve well esp those whose first language isnt english (example policy- compensatory education)

76
Q

critics

A

minority groups at a risk of underachieving (African Caribbean) already speak english and that te real problem is poverty and racism

77
Q

Multicultural education (MCE) policy

A

from 80s into 90s aimed to improve achievement for minorities by valuing all cultures in the school curriculum, thus raising minority pupils self esteem and achievement

78
Q

criticms of MCE

A

stone (1981) - black pupils do not fail for lack of self esteem, so its misguided
-CRITICIAL RACE THEORISTS say it picks out stereotypes of cultures for inclusion in the curriculum but fails to tackle institutional racism
-NR criticise it because they want education to share national culture and identity into which minorities should be assimiliated

79
Q

social inclusion and policies to help minority pupils achieve higher became focused in policies (1990s):

A
  • monitoring exam results by ethnicity
    -amending the race relations act to place legal duty on schools to promote race equality
    -help for voluntary -saturday schools’ in the black community
    -english as an additional language programmes.
80
Q

MIRZA

A

instead of tackling the structural cause of ethnic inequality like poverty and racism, educational policy takes a ‘soft’ approach that looks at culture, behaviour and the home

81
Q

similarily GILBORN..

A

institutional racist policies in relation to the ethnocentric programme curriculum, assessment and streaming continues to disadvantage minority ethnic students

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