Marxist Perspective (Conflict)

Question 1

Althusser- main role of education + 2 aspects

Answer 1

Saw the main role of education as reproduction of an efficient + obedient workforce.
Two aspects:
Reproduction of necessary technical skills
Reproduction of ruling class ideology and acceptance by workers through socialisation.

Question 2

Althusser- state ideology

Answer 2

To prevent a proletariat uprising, ruling class ideology state apparatuses- institutions such as the family, media, religion etc- persuade them to accept ruling class ideologies.

Question 3

Althusser- The function of the education system (ISA) in contemporary society

Answer 3

Passes on dominant beliefs and values (ruling class ideology) that justifies the capitalist system.
Selects people for different social classes and develops appropriate attitudes + behaviour in them.

Question 4

Bourdieu- Key role

Answer 4

The key role of education is legitimising class inequality and reproducing the class structure.

Question 5

Bourdieu- Habitus

Answer 5

A cultural framework or set of ideas, determines good or bad taste and is learnt through the family. The dominant class has the power to impose its own habitus in society, particularly in the education system.

Question 6

Bourdieu- Cultural Capital

Answer 6

The middle and upper class have greater access to/understanding of the culture of the dominant class which is prominent in education. This allows an advantage in the education system- Bourdieu calls this cultural capital.

Question 7

Bourdieu- Why Lower Social Classes Fail

Answer 7

Pupils from lower social classes don’t possess cultural capital, he argues that success is based on cultural capital and the education system devalues working class culture. This means that pupils of higher social classes are more likely to succeed in education.

Question 8

Illich and Freire- Illich

Answer 8

Schools are repressive institutions that encourage conformity and passive acceptance of inequality also discouraging critical thought. Achieved by rewarding those who conform + excluding those who don’t, no higher education.
Suggests ‘de-schooling’, abolition of schooling entirely.

Question 9

Illich and Freire- Freire

Answer 9

Freire sees schools as repressive institutions as well. Schools condition pupils to accept repressive values of domination and subordination and to listen to their ‘betters’. It cultivates obedience and deference to perceived superior knowledge.

Question 10

Bowles and Gintis- Main role + 2 ways

Answer 10

Main role is to reproduce a hardworking, submissive, and disciplined workforce. Two ways: through the hidden curriculum and close similarity of social relationships at school and work (long shadow of work), through the legitimisation and justification of inequality and the class structure.

Question 11

Bowles and Gintis- Long Shadow of Work

Answer 11

The organisation of the education system is informed by the world of work and the hidden curriculum closely corresponds to features of the workplace.

Question 12

Bowles and Gintis- Hidden Curriculum (hierarchy+sets)

Answer 12

Complex authority hierarchy- taught to accept the hierarchies of power and control, inc in work
Different sets and streams- taught to accept the different levels of the job market, based on ability, legitimises inequalities

Question 13

Bowles and Gintis- Hidden Curriculum (respect authority+punctuality)

Answer 13

Respecting authority of teachers- taught to respect those in authority, not to question directions, encourages conformity in adulthood
Punctuality- taught that they have a duty to be punctual at work, employer owns their time

Question 14

Bowles and Gintis- Hidden Curriculum (grading+competition)

Answer 14

Grading+exam success/failure- justifies differences between pay in jobs and different status of social classes, higher status=more qualified
Competitive sport/competition over cooperation- taught independence and self-sufficiency, discourages collaboration with other workers, reducing risk of proletariat uprising

Question 15

Bowles and Gintis- Legitimation of Inequality

Answer 15

Helps maintain, justify and explain social inequality and class structure in Capitalism
Helps people come to terms with their position
So reduces discontent and opposition to inequality.
Argue meritocracy is a myth.

Question 16

Criticisms of Althusser, Bourdieu, Illich and Freire and Bowles and Gintis- Lack of Detailed Research

Answer 16

Very little detailed research into schools exists. They assume the hidden curriculum influences pupils when pupils aren’t actually passive recipients of education and many have a lack of regard for rules, discipline, and authority figures- counter to I+F

Question 17

Criticisms of Althusser, Bourdieu, Illich and Freire and Bowles and Gintis- Ignores the Formal Curriculum

Answer 17

B, G, I+F all ignore that some aspects of the formal curriculum act counter to the perceived aim of promoting the ideal employee for capitalist means. Humanities subjects promote critical thinking + work-related courses remain low-status, this is argued by employers.

Question 18

Criticisms of Althusser, Bourdieu, Illich and Freire and Bowles and Gintis- Deterministic

Answer 18

They assume others cannot make choices or have control over what happens to them. They don’t explain the successes of many working class children in education.

Question 19

Paul Willis- ‘the lads’ subculture

Answer 19

Anti-school subculture, focus on freeing themselves from control, avoiding/disrupting lessons, having a ‘laff, and entering the world of work asap. They reject schooling and priorities are to earn money, impress their mates+girls, keep up with older drinkers, and show they can ‘graft’ in manual labour jobs.
Similar to workplace culture- sexism, lack of respect for authority, and emphasis on ‘having a ‘laff’

Question 20

Key Sociologists

Answer 20

Althusser
Bourdieu
Illich and Freire
Bowles and Gintis