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sociology education > new right & some marxist education > Flashcards

new right & some marxist education Flashcards

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Sociology 101 flashcards
1
Q

Chubb & Moe believe education system controlled by state and local councils is not best for achieving these aims of new right
-argue ____ ______ in education
-want to be fun like _____ ______
-______

A

-free market
-private businesses
-competition

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2
Q

functionalism supports policies like new right
-new right structures conservatives

A
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3
Q

what is the new right?

A

-consensus theory-see people in society as having shared interests & society functioning on basis of there being broad consensus on its norms and values

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4
Q

functionalism shapes new rights

A
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5
Q

_______ of education

A

marketisation

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6
Q

not interest in ______

A

equality

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7
Q

new right more of a _______ ______ than a sociological perspective

A

political philosophy

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8
Q

reduced spending by _____

A

state

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9
Q

new rights belive in parentocracy and what is parentocracy?

A

parents free to send child re where they want

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10
Q

_____ _____ , _____ ____ between individuals and companies

A

free market
free competition

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11
Q

stress on importance of _______ _______ & ______
eg traditional family life
led to like parent families being attacked by new right

A

traditional institutions
values

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12
Q

new right have similarities to functionalists, believing that the role of education is to _________ young people into ______ ____, building _____ ____ & therefore having unified society
= consensus theory

A

socialise
collective values
social cohesion

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13
Q

new right are not concerned with promoting ______ or an ______ __ _______ but with reading a work force
new right want most able to have most important jobs while preparing others for low level employment

A

equality
equality of opportunity

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14
Q

what did chubb and moe feel about education ?

A

1) schools weren’t creating equal opportunity
2) not giving children skills for economy
3) private schools produce better results as they were accountable for paying customers

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15
Q

what do chubb & moe believe are the two roles for the state?

A

-state must provide a framework within which educational institutions operate

eg
publish results, be open to gov inspection, publish a prospectus, work within national curriculum

-secondly the institution must transmit a shared brights culture eg PSHE, history etc

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16
Q

education more ethnocentric

A
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17
Q

Ethnocentric refers to the belief in the superiority of one’s own ethnic group or culture over others.

A
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18
Q

Marketisation:
EDUCATION REFORM ACT 1988
-free market
-range of independent schools & colleges
-competition & funding lead to more efficient education system = better value for tax payers
-schools should supply better, cheaper education
-marketisation benefits taxpayers & consumer as education standards increase, creating more skilled workforce

A
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19
Q

social democrat ideology

A
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20
Q

in UK new right is associated most with the conservative government from ____-____
& resurfacing from ____-____

A

1979-1997
2010-2015

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21
Q

what are similarities of the new right & functionalism?

A

-natural ability
-structural theory
-education is meritocratic
-education should promote a value consensus
-school should meet needs of industry with advanced division of labour

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22
Q

what are differences between new right & functionalism?

A

-education system is failing
-schools should be independent
-parents should be treated as consumers
-schools should be in competition with each other
-businesses should have an active voice in policy making
-individuals have agency & make rational decisions

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23
Q

what is agency?

A

free to do what want

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24
Q

what did the new right believe ?

A

-developed functionalist ideas of social solidarity and the teaching of specialist skills
-said parents should be given choice in child’s education (parentocracy)
-local education authorities are inefficient
-prefer market free approach (Chubb & Moe)
-schools competing with each other for results
-increased choice for parents (open enrolment)
-increased involvement of private enterprise in education
-marketisation of education

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25
Q

what did the neo marxist ALTHUSSER believe?

A

-believes education acts as an ideological state apparatus that firstly reproduces the values of a capitalist state & controls peoples viewed and ideas without using force (force is seen as wrong)
-done through the HIDDEN CURRICULUM, students taught to be obedient & show respect to those higher up in hierarchy
-true thought is discouraged
-education justifies inequalities

26
Q

what is symbolic violence?

A

a way that societies maintain inequality and power imbalances through subtle and often unconscious means like stereotypes, language, and culture, rather than physical force. It’s about how society can perpetuate inequality without people realizing it.
-Bourdieu

27
Q

what is the correspondence theory and who proposed it?

A

-Bowles and Gintis
-role of education is that school mirrors workplace, prepares children to fit easily into future exploitation as part of proletariat
-education controlled by capitalists & serves their interests
-capitalism requires hard working, obedient workforce that will not challenge authority
-education corresponds to employment through hidden curriculum
-myth of meritocracy
-marxists legitimise inequality

28
Q

what is the hidden curriculum?

A

-conformist pupils awarded higher grade than those who challenge authority
-acceptance of hierarchy, teachers give orders & students obey
-pupils motivated by external rewards (exams) & not intrinsic rewards (enjoyment)
—> mirrors workplace
-work & education are fragmented so students or workers have little understanding of overall production (keeps them divided)
-education transmits myth of meritocracy, illusion of fairness, social mobility

29
Q

what is hegemony?

A

refers to the dominance in society of the ruling class’ set of ideas over others & acceptance of and consent to them by the rest of society

30
Q

what is hegemonic control?

A

where control of the working class is mainly achieved through the hegemony & acceptance of ruling class ideas

31
Q

what is the superstructure?

A

consists of social institutions
eg education and the family

32
Q

what is the base?

A

economic base, the production forces, materials & resources

33
Q

what is the proletariat?

A

working class

34
Q

what is the bourgeoisie?

A

the ruling class, small but powerful

35
Q

what is the ideological state apparatus?

A

agencies which serve to spread dominant ideology and justify the power of the dominant social class

36
Q

what is habitus?

A

the cultural framework & set of ideas possessed by each social class, into which people are socialised & which influences their tastes eg music

37
Q

what is cultural capital?

A

the knowledge, language, attitudes, values, network of social contacts & lifestyle possessed by the upper & upper middle class, gives students in upper class an advantage

38
Q

what is the hidden curriculum?

A

attitudes and behaviour which are taught though the schools organisation & teachers attitudes, not taught though formal timetable

39
Q

what is the myth of meritocracy?

A

meritocracy through one’s own merits regardless of one’s social position is not widely attainable in capitalist societies due to cultural capital & material capital

40
Q

what is the correspondence principle?

A

school mirrors workplace, teaches to be obedient, links to hidden curriculum

41
Q

what is cultural reproduction?

A

takes place via socialisation of the young

42
Q

what do marxist believe about capitalists- the bourgeoisie?

A

-the bourgeoisie or capitalists marx saw as owning class, small but powerful group
-ruling class because they owned means of production
-Govs need to think of the power of the bourgeoisie otherwise there could be unemployment or social unrest without bourgeoisie investment
eg Qatar world cup, banks ignore offshore accounts

43
Q

surplus value & exploitation?

A

-in capitalist society, means of production are privately owned & most people depended on owners for their employment
-Marx argues workers produce more than is needed for employers to pay them their wages, the extra is the surplus value & provides profit for employer

44
Q

what is dominant ideology?

A

marx believed the dominant ideas in any society were those of ruling class major institutions in society reflect those ideas

45
Q

what is false consciousness?

A

thought exploited workers didn’t realise they were being exploited & therefore didn’t rebel & accepted this way, didn’t recognise real interests

46
Q

proletariat or working class

A

much bigger WC, exploited by bourgeoisie as they only have labour power to sell
-capitalists exploit WC by making profits from them & keeping wages low

47
Q

marxists & education

A

marxists & feminists argue that education operates as an ideological tool manipulating people into thinking in certain ways that then legitimise exploitation by the ruling class & this promotes inequality

48
Q

for Marx education performs 2 main functions in a capitalist society, what are they?

A

-it reproduces inequalities & social relations of production of capitalist society, those from higher social classes = access to better jobs ( produces inequalities)
-serves to justify inequalities through myth of meritocracy through exam systems
—> legitimating inequality

49
Q

what are comparisons of marxists & functionalist perspectives on education?

A

-both see schools as a role in legitimising social inequality
-both are macro theories concerned with structural relationship between education & other parts of the social system
-both see education as serving the needs of industrial &/ or capitalist society
-both see education system as essential for instilling attitudes, norms, belief of students

-both place too much emphasis on role of education in forming students identity & pay too little attention to influences of other agencies such as family, media, war
-don’t fully understand the way students react to schooling i way that are not necessary functional for social system or capitalism
-both see education as too closely tied to economy & exaggerate the extent to which schools do actually provide a ready willing & qualified labour force

50
Q

what are the key points to marxist approach on education?

A

-important part of superstructure of society
-reproduces inequalities through myth of meritocracy
-Althusser (1971) says main role is to transmit ISA values (ruling class or capitalist) disguised as common values
-Ramsay (1983) claimed that knowledge is being used as a form of social control and there is a hidden curriculum to keep WC and ethnic minorities in place
-Bourdieu (1977) symbolic violence where the WC are effectively duped into accepting their failure & limited social mobility, their cultural attributes are rejected, because the system is denied & is for MC who succeed by default
-Illich a radical marxist wants to get rid of school completely
-Bowles & Gintis (1976) argue that education serves to reproduce directly the capitalist relations of production, the hierarchy of workers from the boss down
-Bowles and Gintis correspondence theory suggest that what goes on in school corresponds directly to workplace, they express success is not entirely related to intellectual ability but the ability to conform and rise above those who challenge the system

51
Q

what did pierre bourdieu say?

A

-saw role of education as justifying class inequalities and reproducing class structures
-each social class has its own cultural framework which he calls habitus, dominant class has power to impose its own habitus on education system
-culture capital, UC have more advantage

52
Q

what is culture capital?

A

-Bourdieu (1977), the process by a dominant culture penetrates educational institutions
-MC advantage as they have been socialised better
eg elaborate codes

53
Q

what is cultural reproduction?

A

-reproduction takes place via socialisation of the young
-in effect MC kids have MC jobs when they grow up and have MC kids

54
Q

Illich & Freire, repression & control

A

Illich (1995) argues schools are repressive institutions which promote conformity & encourage passive acceptance of existing inequalities, schools should encourage students to be critical & think for themselves

Freire (1996) sees schools as oppressive institutions where students are conditioned to accept dominion & subordination
eg students obey teachers

55
Q

-our ruling elite are always coming from the same cultural pool
-1/2 of boris’ cabinet are oxbridge graduates & just over 2/3 of his cabinet attended independent school

A
56
Q

hegemony & hegemonic control

A

-Althusser, Freire & Illich suggest that schools contribute the dominance of the ruling class and their ideas (the hegemony)
-the ruling classes have hegemonic control by convincing the rest of society that their ideas are superior & truth

57
Q

what was the willis learning to labour study?

A

-most influential neo marxist study of education is ethnographic (1 culture) study of group of boys in midlands comprehensive school in 1970s, used interviews, observations & participant observation
-lads saw themselves superior to staff & other pupils
-not interested in academic qualifications
-aimed to do little work as possible while entertaining themselves through bad behaviour
-unhappy with being treated as children
-formed a counter culture which was sexist & racist, valued tradition working class masculinity

58
Q

shop floor culture & counter school culture

A

-Willis followed lads into 1st jobs, often in factories, shop floor culture present similar to school counter culture which was racist & sexist, little respect for authority workers, did very little & tried to enjoy themselves by doing little as possible
-developed way of coping with boring work
Willis argues to some extent they saw through the capitalist stem believing they had little change of success and gaining well paid jobs also said they did go into jobs where exploited by ruling class

criticisms:
-too small of a sample to make generalisations
-historically dated
-cannot be used to explain why bits underachieved

59
Q

key criticisms

A

-failure to recognise correspondence between schools and the needs of economy in terms of formal curriculum
-Beynolds (1984) claims curriculum does not seem designed to teach the skills needed by employers
-employers are highly critical of low level of employability skills possessed by graduates & school leavers
-Willis (1977) learned to behave in a way that didn’t fit in with capitalism heed for a docile workforce, willis however supported principle that schools reproduce relations of production by showing the boys in anti school subculture shaped a similar outlook to the workers in factories they were likely to end up in

60
Q

criticisms of marxist views on education from postmodernism?

A

-correspondence principle, capitalism requires low skilled workers willing to put up with alienating work on mass production lines
—> system called POST FORDISM because the ford motor company was 1st to introduce it, Bowles & Gintis believe that education prepares pupils for this type of work, Fragmented & Diverse
-argue marxists views are outdated, class divisions no longer important
—> society more diverse & fragmented & economy based on flexible specialisation where production is customised for small scale specialist markets
—> post fording system requires a skilled adaptable workforce able to use advanced technology
-post fordism calls for different type of education and education responded by becoming more diverse, encourages self motivation & creativity, provides life long learning because new technologies makes some skills obsolete
-post modernists argue education is more diverse & responsive to need of different individuals as the correspondence principle no longer operates

61
Q

unlike marxist, post modernists argue education reproduces diversity not inequality

A
62
Q

marxist view
education corresponds to work in terms of instilling capitalist values of obedience and competition
what is a criticism of this?

A

-brown (1997) discredits belief as now much requires teamwork rather than obedience
-exam system set up whereby one individual competes with another, discourages development of skills

sociology education (5 decks)

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