new right views on education Flashcards
Neoliberalism (economic doctrine)
-very similar to the New Right, and they share
ideas on how education should be run.
- both think schools work best in a free market
environment, where schools act like businesses for their
consumers (the students)
new right on education - similarities to functionalism
belief that:
- some more naturally talented than others
- education should be meritocratic and based on competition
- education socialises people to share values
ONE SIZE FITS ALL - CHUBB & MOE
argue that (new right belief on ed) is because a state-run education system is essentially the same for everyone.
- The New Right believe that
individuals and communities have a variety of different needs.
- In their eyes, a state-run education system cannot cater for this
The New Right base their beliefs on the idea that
the government cannot run a good education system
lower standards
- believe that state-run schools are not accountable to students and parents. Schools that get poor results do not have to change, therefore there
is a lower standard of education, which also means a less-qualified workforce
the solution
marketisation
Chubb and moe - marketisation as the solution
- along with most New Right sociologists
- believe that private
schools are the answer, because it solves the problems of accountability.
(Chubb and Moe specifically) believe that each family should be given a voucher per students which they ‘spend’ with which ever private school they would like
national identity and the national curriculum
- believe that our schools should promote ‘Britishness’, and teach about positive elements of British history.
oppose multiculturalism within ed.
as it fails to promote “our single set of shared
values and culture”
Gerwitz and Ball
believe that marketisation only benefits the middle class, as they
are the ones with the material and cultural resources to receive the benefits
evaluation
- gerwitz and ball (only benefits mc)
- contradict themselves by favouring parent choice in deciding education, but wanting the state to demand a national curriculum
- ignore what others believe to be the ‘real’ cause of low educational results. E.g. not lack of accountability of schools, but pupils in poverty.