intro and different perspectives Flashcards
(25 cards)
Hargreaves (1967)
about labelling and first impressions.
1967
‘the first impressions overtime became ‘‘labels’’ ‘
‘teachers use this knowledge to explain behaviour and attainment ‘
explain ‘pygmalion in the classroom’
Rosenthal and Jacobson (1968)
randomly selected children as ‘late bloomers’, a year later intelligence was measured and they had dramatically improved- this is due to teacher’s behaviour around them
Becker (1971)
1971
teachers initially evaluate students in relation to their stereotype
describe the four roles that Functionalist argue the education system has
- allocating roles
- preparing trained and qualified workforce
3.social solidarity - preparation for adult life
how did Durkheim describe schools?
functionalist
‘schools are a society in miniature’
(1858-1917)
What did Parsons (1961) argue about schools?
schools act as a bridge and gives secondary socialisation
Who developed the theory of ‘human capital’ and what is meant by this?
Schultz (1971) (functionalist)
high spending on education is necessary as it develops knowledge which is important investment for economy.
What did Davis and Moore (1945) suggest?
(functionalist)
education system is a way of selecting differently levelled people for the job market, suggest there is an ‘equality of opportunity’
Why did Bowles and Gintis criticise the functionalist perspective on education?
Bowles and Gintis (2011) suggest that the education system disguises the fact that there is not an ‘equality of opportunity’, as suggested by Functionalists.
reproduces submissive labour power using hidden curriculum - legitimises class inequality
What is the Marxists view on education?
marxists view the education system as a form of social control, encouraging young people to be conformist and accept their social position
What is Althusser’s view of education?
(marxist)
Althusser (1971) argues that school is an ‘ideological state apparatus’ and produces an obedient workforce through false consciousness. (done by socialisation)
What did Bourdieu argue success in education is due to?
(marxist)
Bourdieu (1977) argued success in education is due to cultural capital - dominant class imposes their habitus to the education system
argues education system legitimises inequalities
what is cultural capital?
each class have own ‘habitus’ which is their set of beliefs/ideas.
cultural capital means that those from a middle-class background are benefitted as they can access the specific habitus used in schools.
What did Illich argue about the education system?
(marxist)
Illich (1995) argue schools are repressive and encourage conformity through rewards.
reward those who accept the regime and so therefore have access to higher education/jobs.
What did Freire argue about the education system?
(marxist)
Freire (1996)
schools are repressive institutions where learners are conditioned to accept oppressive relations of domination and subornation
What do those from a New Right perspective think of the education system?
those from a New Right perspective believe the education system should not be concerned with equality, but focus on providing a trained workforce
ensure students with talent develop this
believe there should be a free market in education - marketisation of education produces many benefits for taxpayers
What do Chubb and Moe think?
(New Right)
Chubb and Moe (1990/1992)
believe education system controlled by authorities is not the best way to achieve aims as it imposes a single type of schools
argue schools should be tailored based on specific needs for area
summarise the interactionalist view on education
interactionalism is a micro approach and focusses on how relations and interactions shapes individuals and their identity
explain - labelling
(interactionalism)
give an example.
labelling refers to the way a teacher deems a student to be based on initial interactions
Rosenthal and Jacobson (1968)- by labelling students as ‘bright’, they performed better despite no advantage of academic ability.
explain - setting/streaming
(interactionalism)
By setting/streaming students, a student’s identity may be affected, affected their progress
Ball (1981)- top stream students were ‘warmed up’ by encouragement whereas lower stream students were ‘cooled down’ ending up in lower stream students achieving lower educational success
Smyth et al (2006)- found that students in lower streams have more negative attitudes towards education as it damages their self-esteem, creating a negative impact on their educational aspirations
explain - educational triage
(interactionalism)
Gillborn and Youdell (2000) Argue that schools perform like triage by categorising pupils
‘achieve anyway’, ‘borderline’ and ‘hopeless’
There is pressure for schools to maintain their position in league tables (link between educational policies and processes in schools)
explain - subcultures
(interactionalism)
Pro school subculture:
Students who generally conform to academic ethos and aims of school
Tends to be liked to students in upper stream sets
More likely to come from middle class/skilled working class background
Sewell (1998) found a pro school subculture among some black pupils (‘conformists’) who sought to achieve academic success and avoid racial stereotyping
Anti-school subculture:
Students who generally rebel against school ethos/aims and develop an anti-school identity
Consists of delinquent values and opposition to academic aims
Allows students to improve their self esteem by giving them status in the eyes of their peer group
Jackson (2006) - girls are increasingly becoming part of antischool subcultures and adopting ‘ladette’ behaviour (evidence also showed that many girl tried to achieve academic success by working clandestinely by hiding their work effort) and continuing to adopt ladette behaviour
Why did Woods criticise the interactionalist view on subcultures?
Woods (1979) suggested that dividing pupil responses into two ‘poles’ was too simple and many students between a range of responses. For example, student responses may change as they get older/make subject or post-school career choices.
evaluate the interactionalist perspective on education
+recognises the importance of what happens in schools and how this can shape pupils/outcomes
-too deterministic
one negative label is applied, negative outcome doesn’t always happen
Fuller (1980) found that black girls were a target of negative labelling, but often chose to reject this label through educational success
-ignores external factors
Doesn’t take into account structural, material and cultural external factors
Schools can no be held solely responsible from problems in school that have roots in outer society due to the structure of inequality
