Relationships and Processes within Education Flashcards

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1
Q

what is setting

A
  • refers to a student being placed in an ability group based on their performance in a specific subject
  • higher sets and lower sets
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2
Q

What is streaming?

A
  • refers to placing a student into a stream or a collection of classes
  • based upon perceived ability
  • example, a student is perceived to be high ability and is therefore olaced in high sets for all subjects
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3
Q

what is banding

A
  • having more than one class for a subject
  • more common in larger school sixth forms
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4
Q

who does setting and streaming affect/ what are the trends

A
  • can affect all students
  • but setting and streaming is more likely to have a negative affect on working class students as they are likely to be placed in the lower sets
  • many china and Indian students are more likely to be in higher sets
    African and carribean students more likely to be placed in lower sets
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5
Q

how does setting and streaming influence achievment

A
  • according to Keddie,
  • cough that students n lower sets were given less challenging work, and given dumb down resources
  • they are discouraged over future aspirations
  • whereas the opposite is said for higher set students and there is a more positive view on their education
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6
Q

setting and streaming in contemporary education

A
  • marketisation and the need for students to perform has increased setting and streaming
  • facilitated the rise for vocational qualifications such as betas and t-levels
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7
Q

evaluation of setting and streaming

A

-Ball, removal of setting and streaming lessened anti-school subcultures
- boale4r, lower set is a ‘psychological prison’
- education cuts, lower sets suffer most

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8
Q

what are anti-school sub-cultures

A
  • a group that has developed its own norms and values which is opposite to those of the schools
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9
Q

why are anti-school subcultures formed

A
  • Boaler, setting and streaming students are put in a ‘psychological prison’
    -Cohen, they form from students being denied legitimate oppotrtunities to succeed
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10
Q

how do anti-school subculture

A

lacey - -hightown grammar- differentiation of students t atalistic attitudes to education
- Mac And Gmail - ‘mecho lads’ excessive discipline, rejections of normal norms and values

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11
Q

what is the impact of anti-school sub-cultures

A
  • rejection of the notion that school can be a means of success
  • reinforcement of fatalistic attitudes
  • exclusion and disiplinaty action
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12
Q

evaluation of anti-school sub-cultures

A
  • deterministic - anti-school does not necessarily mean anti-education
  • is it internal or external factors that influence anti-school sub-cultures
  • most students confirm to norms and values
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13
Q

what is labelling?

A
  • labelling refers to the process of attaching a label to somebody based upon the perceptions of others
  • teachers place a series of labels consciously and unconsciously onto studrnyd
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14
Q

who is labelled?

A
  • students of different social class
  • students of different ethnic groups
  • students of different genders
  • interectionallity of labeliling can have multiple impacts
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15
Q

what theory was put forward surrounding labelling

A
  • Becker - geh ‘ideal pupil’
  • teachers had an idea of an ideal pupil that matched middle-class values
  • ## judgments made upon presentation of work, appearance, conduct in classroom, language skills and personality traits.
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16
Q

what is the order of the process of labelling?

A

q. behaviour is observed

  1. label is attached
  2. behaviour is reinforced
  3. label is reinforced
  4. student internalises label
  5. student accepts or rejects label
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17
Q

what is self fulfilling prophecy

A
  • the. a student accepts their label and performs and acts accordingly to expectations
18
Q

what did Rosenthal and Jacobson say about labelling

A

self-fulfilling prohecy - students that are laelled positvel’ as ‘high flighers’ had their achievment match the label

19
Q

evidence of labelling in contemporary education

A
  • setting and streaming
  • performance targets for students
  • educational triage
  • pupil premium
20
Q

evaluation/critisisms of labelling theory

A
  • not all students of social class accept labels – external factors in determining what label is applied - - cultural backgrounds, materials deprivation .. .
  • links to other concepts with education - setting and streaming ..
21
Q

what is institutional racism?

A
  • practices and procedures within an institution that place now or more groups at disadvantage based upon their ethnicity and background
  • synoptic link to crime and deviance
22
Q

how are schools institutionally racist?

A
  • admission policies and procedures
    • ethnocentric curriculum and ethnocentrism in food, uniform, holidays
  • racist abuse tolerated - teachers don’t actively challenge racismt behaviour.
23
Q

how does institutional racism impact achievment

A
  • marketisation - manty minority ethnic groups unswore or unable to understand admissions policy
  • higher education - less opportunities for black and Pakistani students
  • lower expectations of black students leads to lower achievment and conflict
24
Q

research evidence o support institutional racism

A
  • Gilbourn and Yodel (2000) lower expectations on black and working-class students
  • Modood - Pakistani and black students less likely to be placed in higher education
25
Q

evaluation and criticisms of institutional racism - parents have higher cultural capital for students to succeed

A
  • multicultural policies and zero tolerance policies towards racism
  • black students more likely to be to be victims to educational triage
  • does not explain why Italian and Chinese students more resilient to racism
26
Q

what is an ethnic sub-culture

A
  • a subculture which has norms and values that do not align with the values of education

formed from a shared understanding of ethnicity and experiences

27
Q

examples of ethnic ubculutes

A

Asian girls (Shaun)

  • muslim boys (Archer)

black carribean (Sewell)

28
Q

what is the ethnocentric curriculum

A
  • focus of the curriculum to one particular ethnic group to the detriment or the exclusion of other groups
  • Ball - ‘little Englandism’ in national curriculum, focuses on triumphs of the British Empire
  • little to no reference to asian culture, African-Carribean culture represented by slavery and civil rights
29
Q

who is disadvantaged by ethnocentric curriculum?

A
  • little representation of Asian, African, Carribean and. Chinese students
  • nor is there representation of the working classes except from the negative contest of the Industrial Revolution
  • many students are learning that there place n society is one of subservience or unimportant
30
Q

how does the ethnocentric curriculum disadvantage minority students

A
  • when minority ethnic ic groups are of role models in the curriculum, often white British
  • when minority ethnic groups are mentioned, often based upon negative experiences or being ‘civilised’ by white European
  • outside of the curriculum focus on Christianholidays, western sports, uniforms reflecting cultural differences
31
Q

evidence of Ethnocentric curriculum

A
  • policies in the 60s and 70s targeted assimilation rrather than integration
  • Troyna and Williams (1986) and David (1993) curriculum provides advantages for White British students
  • Board (1005) curriculum saw white as good and saw ‘Black as primitive’
32
Q

how policy reinforces the ethnocentric curriculem

A
  • changes to National Curriculum in 2013, focused on history
  • Micheal Gove ‘Island story’ from the Magna Carter to the developm,ent of the internet
    – drew critisism for its ethnocentrism
  • multui-culturalism policies specifically targeting underachieving groups
  • aims high and attempts to decolonise the curriculum
33
Q

evaluation of ethnocentric curriculum

A

from the data that we have seen the achievement of pupils form white background is lower than all ethnic groups with the exception of black- Carribean and Pakistani pupils
- when the ethnocentric curriculum revolves around white culture it is contradictory to suggest that it impacts on all social groups

  • ethnocentric curriculem can lead to clashes with white wor,ing class and black African carribean as their habbitus is not being represented
  • ethnocentric curriculem mayhace little impact on certain subject areas such as maths and science
  • the impacts of globalisation policies may have softened the blow of the ethnocentric curri clem 4-7b
34
Q

what is social class identity?

A
  • cultural background of an individual shapes their identity
  • school reinforce or reject these identities of different social classes
  • schools shape the identity of students in their own image - workign class identtity is rejected in favour of middle class identity
35
Q

how do schools shape identity of students

A
  • according to Archer, one of the ways schools reject is by rejecting the working class habbitus in the education system,
  • in her research of working class students she found they developed identities that were indipendant of the school
  • They developed indentitites that were indipendant of the school only based upon branded sportswear, ‘nike identity’
  • working class girls adopted hyper-heterosexual identities based upon wearing makeup, and gaingin status if they had a boyfriend.
  • these were done in reaction to having the habits, that of the working class, rejected in schools - known as ‘Symbolic Violence’

working class students look to gain symbolic capitally claiming these identities

36
Q

teacher interactions and identity

A
  • working class habits rejected or altered - and school subcultures
  • in both cases, the identity of subculutre forms part of student identity
  • middle class labelling reinforce pro-school subculutre
  • teacher reactions to student reinforce or reject the student identity
37
Q

another way student identity can be formed, selection policies

A
  • internal selection - lower class more likely to be in lower sets or streams
  • external selection working class more likely to be rejected from top schools
  • \\Reay, students see school as a reflection of themselves
  • Boaler - lower sets are a from of psychological prison
38
Q

the curriculem and identity

A
  • curriculum based upon the habits of the dominant middle class
  • working class students tastes wand attitudes sees education as not a viable option for them
  • Reay- working class see university as ‘not for them’
39
Q

contemporary application in the UK

A
  • school uniform policies conflict nike identities for middle class clothing and hairstyles
  • extra curricular activities such as museum trips alienates students as it does not reflect their culture
  • Ousted - schools are required to develop cultural capital and cultural literacy whcih does nto align with the working class habbitus and identity
40
Q

evaluation of student identity

A
  • working class underachievement
  • formation of anti-school subcultures
  • deterministic - identity is multi factored and school is one aspect of student identity
  • internal and external interplay - how much of identity is shaped by the school and how much does the school reacts`