Marxism role of education Flashcards
Intro
Marxism is a conflict, macro theory believing
society is based on a class system whereby
capitalism creates inequalities. The
bourgeoisie (ruling class) own the means of
production and exploit the proletariat
(working class) who are forced to sell their
labour. Marxists also believe the education
system also serves capitalism and serves the
purpose of keeping the working classes at the
bottom of the social hierarchy.
2 basic views of education
Reproduces class
inequality:
It fails the working class
in each generation.
Legitimates class
inequality:
It makes people accept
their inferior place in
society as it is
inevitable.
Is education equal?
Capitalist society is unequal. So, to prevent
the instability that would result if the working
class were to ‘discover’ they were being
exploited, education’s main purpose is to
promote the belief that inequality is justified.
It basically is a brainwashing tool.
It convinces people that if you fail it is your
fault and nobody else’s because everyone has
been given an equal chance to succeed.
What do Marxists say success in education is from?
- wealth in the family
- Intelligence grows
based on parental
interests, cultural
values & beliefs - Intelligence
grows, not fixed - shaped by material advantages in the home
Louis Althusser
Ideological State
Apparatus:
Control ideas,
values and beliefs.
E.g. Religion,
Media and
EDUCATION..
Repressive State Apparatus: Use physical
force to keep a capitalist society. E.g. Police,
Army, Courts…
Bowles and Gintis
“The education system
reproduces an
obedient workforce
that accepts inequality”
Studied 237 New York Schools.
FOUND THAT THEY:
Reward personality traits that
show OBEDIENCE.
Don’t reward CREATIVITY or
INDEPENDENCE.
Hierarchies
(e.g. – managing directors, line managers,
supervisors, workforce) VS (e.g. HT, DHT, AHT, teachers,
students)
Extrinsic rewards
(e.g. – money/salary/promotions) VS
(e.g. .grades/qualifications)
Competition & division
(e.g. differences in status and pay)
VS (e.g. to get into top sets/streams or be top of the class,
sport)
Fragmentation
(e.g. division of labour, who does what,
small meaningless tasks) VS (e.g. lessons split into subject
areas, unconnected knowledge)
Alienation
(e.g. lack of control over work=frustration –
manager decides everything) VS (e.g. no control over sets,
timetable, subjects)
Hidden Curriculum
Prepares kids for their exploited future in the
workplace.
Myth of meritocracy – positions are NOT allocated
on the basis of earned rewards .
Your family or social class indicates your
achievement BUT the working class are fooled
into thinking that there is open and fair
competition.
Raymond Boudon
Boudon is a Marxist thinker. He argues that your position in society determines your educational
success or failure. A person’s position in the class
structure gives them an advantage, or a
disadvantage, in the competitive world of
education. This is known as ‘Positional Theory’.
Boudon analysed the reasons that underpin
inequality in education. He found that certain
groups in society underachieved because of their
social class – opportunities to succeed are NOT
EQUAL.
Pierre Bourdieu
A Marxist thinker. He used the concept of ‘Cultural Capital’ and
‘Economic capital’ (to explain how middle class people get the top
jobs). Middle class kids have an advantage because they have the
right language, skills, knowledge and attitudes. The more ‘cultural
capital’ you have, the more successful you’ll be in education.
Working class students don’t have access to this cultural capital.
Bourdieu argues that middle class parents pass on cultural capital
and expectations to their kids. This is called ‘cultural capital’.
Examples of cultural capital = knowing about the school application
system, having the right attitude and conveying this onto kids,
encouraging kids with homework or to watch educational
programmes, knowing how to access ofsted reports, ask the right
questions at open evenings etc.
Paul Willis 1977
Studied 12 working- class ‘lads’.
Formed a group together that considered
themselves above those who conform.
Working class kids get working class jobs.
The 12 lads were part of an anti school subculture – they hated school and messed around on purpose. Peer
pressure – smoking,. Skiving, throwing stuff around the classroom, teasing the m/class kids
Low educational qualifications.
Counter-culture of resistance, importance attached to having a laugh
Oppose the values of the school and the teachers.
See through the myth of meritocracy – ie they were NOT brainwashed by the ruling class ideology – key difference
between Willis & other Marxists
Boredom relieved by mucking about.
So why did they still fail?
Belief that mental labour (work that is based on writing, thinking, office jobs) is unmanly.
Working class parents
Cultural value of masculinity.
They actually wanted the unskilled, working class jobs e.g. bricklayer, mechanic, builders, engineers
This evaluates the other Marxist thinkers because Willis argues the kids
in his study were not brainwashed into obedience and saw through the
myth of meritocracy.
This is because Willis is a Marxist/Interactionist (labelling theorist)-
acknowledges free will
