Marxism

Question 1

Althusser

Answer 1

Reproduction of skill necessary for efficient labour force - reproduction of ruling class ideology and the socialisation of workers in terms of it. Ideological control - no class can hold power any length of time simply by use of force . Cretes a docile workforce. Education is trying to go into the workforce and be passive
False class consciousness- keep king the working class in a subordinate position. False ideas about how it should be - in reality exploited
Ideological state apparatus - mass media , the law , religion and education transmits ruling class ideology. Education teaches workers to accept and submit exploitation

Question 2

Bowles and Ginitis

Answer 2

Correspondence theory - there is a close correspondence between the social relationships in the classroom and those in the workplace . This is essential for social reproduction . New generations of workers were appropriately schooled to accept their roles in capitalist society. Education legitimises social inequality by broadcasting the myth that it offers everybody an equal chance . Students are expected to obey without question. Free expression is penalised - follow strict dress codes - strips away creativity - alienation - need creative thinkers for revolution . School provides extrinsic rewards - qualifications at the end - rather than intrinsic reward - interesting lessons and choice - lessons may involves dull exercises and worksheets

Question 3

Bourdieu

Answer 3

Need 3 types of Capetian , economic , social and cultural . Understand how different social groups may experience education differently due to the extent of which they posses this cultural capital . Defined as the culture passed down , reproduced from generation to generation which leads to social reproduction and advantages for the middle classes. Middle class posses more cultural capital that is valued by middle class institutions such as the education system thus disadvantaging to other social groups.

Question 4

Willis

Answer 4

Leading to labour - lads formed a distinctive counter school subculture - opposition to the values and norms perpetuated throughout school . Showed little interest in academic work , preferring instead to amuse themselves as best they could through various forms of deviant behaviour in which having a Laff become the main objective of the school day
Counter school culture helped prepare them for the boredom and monotony of the work they would later do , they adopted similar distraction techniques in the workplace such as joking around - shop floor culture