Globalisation Of Education And Social Class

Question 1

How has globalisation changed the way education is delivered?
(Increase in competition and privatisation)

Answer 1

Globalisation has led to:
- Trade
- Transport
- Technology

It has led to increased choice and diversity (postmodernists)

It has led to increased competition
- PISA League Tables (increase standards

Ball and Youdell shoe two types of privatisation:
- Exogenous (private exam boards)
- Endogenous (Competition)

+ profit keeps standards high
x there is too much focus on profit

Theories Views
+ Postmodernist: policies due to G improve the education system
x Marxists: education is less about the child and more about competition

Question 2

How does social class effect educational achievement

Answer 2

INTERNAL
1) Labelling + SFP
m/c are seen as bright
w/c are seen as dull

2) Streaming + unequal access
m/c = higher stream due to status
w/c = lower stream due to status
BALL - found children were banded based off Fathers Profession

3) Subcultures
Lacey:
Pro-School subculture - Ideal Pupil
Anti-School subculture - Lazy

EXTERNAL
1) Material Deprivation
- Cooper + Stuart: Hidden Costs of Education: £1614 / yr
Bad Diet = Less time in school
- Smith and Noble - Material Dep leads to bullying = anti school subculture

2) Cultural Deprivation
w/c norms + values don’t align w/ school
- Language - Bernstein
Restricted Code
Elaborated Code

• Values - Sugarman
  Fatalism, Collectivism, Immediate Grat
• Class Identities - Bordieu
  w/c identities are formed outside of school leading to a habitus
  Archer - Nike Identities
  + Cultural Capital

Question 3

How does gender have an impact on education

Answer 3

• 25% of girls got 7+ compared to 20%b
  Why do girls do better?
  EXTERNAL Factors - Mitsos
• Feminist Movement
• equal pay act
• Girls Changing Ambitions (Sharpe)
  INTERNAL Factors
• Equal Opportunity (GIST/WISE)
• Selection (girls do better so sch prefers)
• role models

Liberals celebrate the progress
Radicals argue system is patriarchal

Archer argues the ethos of the school cause girls underachieving (symbolic capital)

Boys and Achievement
EXTERNAL FACTORS
- Decline of Manual Jobs
- Differed Leisure Activities
INTERNAL FACTORS
- lower expectations
- anti school subculture
- behaviour, they blame teachers
AO3: it is argued boys underachieving is due to a lack of male teachers
- Francis argues this isn’t the case

Question 4

How to gender differences occur in subject choice

Answer 4

• Gender socialisation: Canalisation (Oakley)
• subject counselling: boys = STEM and apprenticeships / Girls = humanities and University
• subject images: Pink used for sociology
• Peer Pressure: my mates took it so I did too

Question 5

How does ethnicity have an impact on education

Answer 5

EXTERNAL FACTORS (1)
- Language - Bernstein
- Attitudes of blk children - Sugarman
- Family structure - Modood
- Cultural Dep + street gangs - Sewell
AO3 Cultural Dep is victim blaming
+ Policy: Operation Head Start
EXTERNAL FACTORS (2)
- Palmer:
EMGs are twice more likely to be unemployed
EXTERNAL FACTORS (3)
Wood - EVAN + PATEL CV
INTERNAL FACTORS (1)
- Youdell found teachers were quicker to discipline black pupils
- Youdell also found Teachers focused on those most likely to achieve a C or above
(A-C Ecomomy)
HOWEVER
- Fuller found black girls rejected labels
INTERNAL FACTORS (2)
Gillborn - negative stereotypes leds to failing getting into better secondary schools
- White m/c are cream skimmed
Black w/c are silt shifted — Legrand
- Ethnocentric Curriculum
- Gillborn — rigged assessments, made to present black people as worse

Question 6

20 markers structure

Answer 6

1) who are u researching?
2) what method is being used?
3) refer to the context of question

ONE PRACTICAL
ONE ETHICAL. } for parent pupil n staff
ONE THEORETICAL

• include PET + - x
• have an intro
• underline the method and context
• consider sensitive topics (academic pro)
  If sensitive, questionnaires are better than face 2 face

IF A TOPIC MAKES THE SCHOOL LOOK BAD IT WILL HAVE LIMITED ACCESS - link to marketisation of education

Structure:
How? Who? What? IMAPCT
how = + - x off method
Who = apply to research
What = apply to topic
COVER PET FOR PARENT PUPIL AND STAFF

Question 7

PET STUDIES

Answer 7

GRIFFIN - Black Like Me - COVERT OBS
Practical : x Took Time
Ethical : x harm to R
Theoretical : + validity

PARKER - Scouse w/c boys - COVERT OBS
Practical : + background of R (looked like)
Ethical : x deception
Theoretical : + validity

Cecil Wright - Racism - OVERT NON PART
practical : x access
ethical : x harm to R
theoretical: x Hawthorne effect (not valid

Ann Oakley - Unstructured Interviews
P: + background of R (female herself)
E: x sensitive topic
T: x unrepresentative

Dobash x2 - unstructured interviews
P: x time (2-12hrs)
E: x harm to participants
T: + reliable + representative

Willis - the lads - OVERT OBS
P: x background of R - “teacher in disgu”
E: + confidentiality
T: x unrepresentative (only 12 boys)

Vankatesh - gang leader - COVERT OBS
P: x time (7years)
E: x deception
T: + Validity

Schofield - questionnaire
P: x access (young ppl)
E: x sensitive
T: invalid ( “no not yet” )