Marxism & Feminism Flashcards
Althusser (1971)
Repressive state apparatus (RSAs) use physical force to keep cap Soc - police, army, courts
Ideological State apparatus (ISAs) control ideas & beliefs eg relig media & edu
Bowles & Gintis (1976) Correspondence Theory
edu system integrates ppl into cap prod process - org of the system mirrors way cap work = org
disciplines students to demands of work involves - personal demeanor, self presentation image social class identification
= hierarchy teachers = bosses & pupils = workers w/ no control
Alienation
Bowles & Gintis (1976) Correspondence Theory
w’s = alien from their work - students = same
= no control over edu process / content of the edu
motiv for learning provided by grading system not through learning - knowledge less NB than quals - encour to work for rewards not satisfaction
Division of Labour
Bowles & Gintis (1976) Correspondence Theory
divided into subject areas - means accept division of labour rather than see edu as an organic whole - reflects the divide & rule policies practiced by employers
correspondence maintained at various levels of edu system
Levels of Work
Bowles & Gintis (1976) Correspondence Theory
destined for lower levels - rule following emphasised = little respon - do simple repetitive tasks
middle levels - dependability & some ability to work indepen
higher levels - emphasis on making pupil believe in the significance of what they are doing, the ability to work indepen & take some level of (guided) control over academic work
Criticisms
Bowles & Gintis (1976) Correspondence Theory
- too deterministic - teachers = agents of cap & students = victims = shaped by factors outside control some teachers are radical & not all students are passive recipients of cap ideolo
- assumps about the extistence of hidden cur X prove
- formal cur doesn’t nec reflect attempt to create a subservient workforce - schools freq crit for = too academic - no skills for industry
Willis (1977)
12 WC boys (lads) over final yr & 1/2 of school & initial time at work - despised school & looked forward to work - indif to school ensured failure & entered WC jobs - maintains social class
treated dead end jobs like school - helped them cope - attitude to school ensured failure but gave way to cope w/ alienating job
concl edu system doesn’t auto prod children in values & grading of ability as claimed by B&G = wide variety of responses
Criticisms
Willis (1977)
issues around methodology
sample size 12 male pupils means his study = hardly rep of one of school let alone whole WC
accused of being too sympathetic towards attitude of the lads towards soc - may have affected his conclusions
Economic Capital
Bourdieu
refers to economic wealth which can be transferred from one gen to the other by inheritance
Educational Capital
Bourdieu
refers to formal edu quals - type of cul cap that is formally sanctioned & certified by edu system
Bourdieu
reproduction of econ inequal can be explained through inheritence of wealth by successive gens - cul cap also inher soc through a process of socialisation w/in fam
Habitus
Bourdieu
differs according to class position of the family - fams will possess varying degrees of econ & cul cap & this will determine their positions w/in class structure
Bourdieu Class Inequalities
by showing how cur = linked to cul cap & econ cap expls how WC pupils = excluded
access to dif levels of edu system & edu cap assoc w/ them = gov by rela between cul & econ cap
cur = biased - demands some are unable to meet - asks for an attitude to academic knowledge many don’t have
those who fams provide essential skills & attitudes that lead to success in school = rewarded w/ academic success & soc gifts interp as natural ability & interest
children who don’t have these skills & attitudes = eliminated from the system
Heaton & Lawson (1996)
Feminism
argue the hidden curriculum taught patri values - trad fam strucs in textbooks - gender stereos, subjects aimed at genders, gender divions in PE & sport & divion of labour in schools - female teachers & male managment
Liberal Feminist Perspective
= remaining issues of patri in edu but = strides to equality
1940s & 50s under tripartite system boys had lower 11+ pass mark - insitutionally failing girls to ensure m boys can suceed
now subjects = optional still gender preferences
since 1980s girls out perform boys so if = patri = failing
Stanworth (1983)
noted = higher expectations of boys & teachers = m likely to recommend HE to boys than girls on same academic level
= outdated
Radical Feminists
argue edu system still fundmentally patri & marginalises & oppresses women
reinforce patri ideology through formal & hidden cur & normalising marginalisation & oppression so girls think = normal
Radical Feminist Research
also looked at sexual harrassment in edu & how not treated as seriously as other forms of bullying - eg Kat Banyard (2011)
Black & Difference Feminists
not all girls have same exper - minority ethnic girls often victims of specific stereotypes & assumptions
eh teachers may assume Muslim girls have dif aspirations for career & fam than peers
Sharpe (1996)
london school girls in 1970s had completely different priorities & aspirations from sim girls in 1996
1970s = marriage & family
1990s = switched to career
Some Improvement
Feminism
fems acknowledge = improvement - point to fem as one main reason
legis changes also reason - 1970 Equal Pay Act & 1976 Sex Discrim Act
Feminists Agree on:
edu system does work as an agent of 2nd soc which teaches girls & boys what are seen as universal N’s & V’s & gender scripts that are contemp patri & these values prevent soc change & challenges to patri
Criticisms of Feminist View
- edu = inc fem dom sector - m teachers = women & inc num of female managers
- edu system inc resulting in female success & male underperform - if this system = designed to make sure men = top positions & women = marg then = failing - m & m girls to HE - Stanworth’s research = out of date
Support for Feminist View
= glass ceiling & gender pay gap so edu system may be creating highly qual girls but they lose out to male peers in top jobs & incomes
m likely to take time off for children, work part time & do m of housework = norm by edu system & so even highly qualified women accept this as inevitable & men think = normal
