Marxism and Education Flashcards
What are the three key functions that Traditional Marxists argue the education system serves for ruling class elites?
Three functions are: (1) Reproduction of class inequality, (2) Legitimation of class inequality through the myth of meritocracy, and (3) Serving the interests of capitalist employers by socializing children to accept authority and wage-labour.
How do middle-class parents contribute to the reproduction of class inequality in the education system?
Middle-class parents use their material and cultural capital to ensure their children get into better schools and higher sets, contributing to better educational opportunities and higher chances of entering middle-class jobs.
According to Marxists, how does the ‘myth of meritocracy’ work within schools?
The ‘myth of meritocracy’ teaches students that they all have an equal chance to succeed based on effort and ability, concealing the reality that wealth often determines the quality of education.
What is the ‘Hidden Curriculum’ in schools, according to Bowles and Gintis?
he Hidden Curriculum refers to the values taught through the experience of attending school, which corresponds to the values needed in the workplace, such as passive subservience and acceptance of hierarchy.
What evidence supports the Marxist view of education as a system that reproduces class inequality?
The overwhelming evidence includes the material and cultural deprivation experienced by working-class pupils, while the middle classes benefit from better resources and educational advantages.
What is the main criticism of the Traditional Marxist perspective?
overly deterministic, as it does not acknowledge that working-class pupils may not entirely accept all values taught by the capitalist system.
What is the significance of private schools in relation to Marxist theories of education?
Private schools catering to the wealthiest families support the Marxist view by providing evidence that better education can be bought, perpetuating class inequalities.
What did Paul Willis’ study, “Learning to Labour,” suggest about working-class pupils’ attitudes towards school and future work?
The study suggested that a group of working-class boys (lads) formed a counter-school culture, resisting academic work and valuing manual work more, believing it to be ‘proper’ work.
How did Willis criticize the Traditional Marxist perspective on education?
Willis critiqued it by suggesting that working-class pupils are not entirely passive recipients of values and norms taught by the capitalist system, some actively resist these norms.
What was the nature of the counter-school culture described by Willis in his study?
The counter-school culture was characterized by the lads feeling superior to teachers, attaching no value to academic work, and prioritizing non-academic activities to control their time.
Why has Paul Willis’ study been criticized despite recognizing working-class resistance to the education system?
Criticisms include its lack of representativeness due to a small sample size and potential bias, as well as its age, raising questions about its relevance to contemporary education.
