marxism view on education Flashcards
how do marxists generally view education
- education is a form of social control which encourages younger children to conform
- reproduces class inequalities and passes it on
- makes us think failure is due to lack of ability and effort and we only have ourself to blame
- encourages us to accept our positions after school
marxism main points
- ideological state apparatus
- repressive state apparatus
- correspondance principle
- myth of meritocracy
Althusser’s main points
- role of education is the reproduction of an efficient and obedient labour force - capitalism requires a workforce with the behaviour/personality type suited to their role as alienated workers willing to accept work + low pay + schools reward these personality traits
- involves reproduction of necessary technical skills
- involves reproduction of the ideology of ruling class
what does ideological state apparatus do + who talks about this
Althusser - people are brainwashed into accepting their position in society, prepares students for employment by teaching necessary skills to live a life of exploitation, reproduces dominant ideology of ruling class to ensure hegemony, reproduces +legitimises inequality as promotes meritocracy while simultaneously disadvantaging w/c
how do schools achieve ideological state apparatus (4 ways)
- fragmented curriculum - doesnt explain bigger picture of society + only teach british not global history, only offering politics+sociology at higher level ensuring students cant be critical in theit thinking
- compulsory teaching core skills for employment (maths+english)
- education on culture are from preferences of ruling class = alienation of w/c students as dont feel represented in education
- promotion of meritocracy while placing barriers infront of w/c students leads to low self esteem
contempory applications of ideological state apparatus
- compulsory sitting of maths and english until passing grade till 18
- schools promoting policies e.g. having a growth mindset shift blame of underachievement of w/c kids to not trying hard enough instead of the barriers placed before them - form of legitimising inequality
ideological state apparatus evaluations
- lack of imperial evidence suggesting ruling class look to control w/c - more theoretical
- postmodernists suggest education is only one way of expressing ability e.g. growth of social media euntreprenurs
- too determinitic, lots of w/c students go on to higher education + high pay jobs
repressive state apparatus meaning + who talks about this
Alhtusser - if the government fails to brainwash people they will use force/law
what do Bowles and Gintis believe the main role of education is
- primary function of education is to reproduce the workforce by preparing next generations of workers for capitalist society via hidden curriculum, correspondance principle - indoctrinates students into world of work
correspondance principle meaning + who talks about this
Bowles and Gintis - close parallels between work and school e.g. hierarchy, lack of control, extrinsic satisfaction (working for grades/promotion), fragmentation, competition
how do schools legitimise inequality according to bowles and Gintis
- meritocracy doesnt exist as main factor which determines a high income is family/class, education hides this which reproduces inequalities
contempory applications of Bowles and Gintis
- uniforms mirror dress code of workplace
- prescence of hierarchy give teachers disciplinary powers
- development of academies - closer links to specialist areas of work
- apprenticeships and vocational education all lead to specific jobs showing how study is becoming more similar to workplace
criticisms of B+G
- not all students are passive puppets
- functionalists would say these skills for work benefit society
what does Bourdieu argue
m/c students pass more cultural + social capital so can gain more qualifications
what is the cultural reproduction model and who talks about this
Bourdieu - cultural differences between individual are a result of 3 factors
* habitus = tastes, attributes of an individual
* field = cultural framework of a speicifc context
* cultural capital = value someones cultural knowledge has within a field
how does education lead to cultural reproduction
m/c gain more symbolic capital with headteachers/teachers + those involved with production of curriculum as they have similar habitus whereas w/c have less cultural capital and subjected to symbolic violence
what inside education leads to m/c gaining more symbolic capital
- language code - headteachers/ curriculum producers use elaborate code which uses complex vocabulary more in the m/c field
- uniform is formal and based upon the preferences of the m/c
- cultural knowledge of curriculum is selected by m/c - history is about m/c
contempory applications of Bourdieu
- OFSETD have highlighted importance of education teaching cultural capital however marxists would say they just want to pass on m/c values
- school policies on uniform - some would say these policies are a form of covert selection to discourage w/c
- curriculum based on m/c knowledge - little attempt to involve w/c cultures
- teachers still have negative judgements on w/c students
support for bourdieu
- Archer found symbolic capital gained from peers for wearing nike
- Reay - conflict between m/c habitus to help them achieve and w/c habitus of their friends = cleft habitus which impacts male self esteem
- Sullivan found students who achieved well had an element of cultural capital at home
what does willis state
learning to labour - w/c students can resist attempts to indoctrinate them - lads’ counter culture
however even when they didnt conform they still ended up in w/c jobs
marxism criticisms
- ignores gender ethnicity etc
- not all students are obedient and passive
- cant prove the hidden curriculum exists
- post modernists argue education now reproduces diversity
- there are laws that employers cant punish someone just because theyre a higher class
