Role Of Education-marxism Flashcards
Althusser
main functions of education are the reproduction of skills necessary for an efficient labour force and the reproduction of ruling class ideologies and the socialisation of workers. Ideological control is the idea no class can hold power for an extended period by force so ideological control is more effective for class rule-( masses vs the few, oppression can be overthrown) (workers accept their position as normal, inevitable and natural). Working classes develop a false class consciousness where not aware of exploitation. Ideological state apparatus are agents in society that transit ruling class ideologies such as education (punctuality, deadlines, time keeping, rules) as reproduces attitudes needed for division of labour and teaches workers to submit to exploitation and oppression. Education is draconian and alienate students to be controlled via strict rules from a young age
Bowels and gintis
correspondence theory: there is a close relationship between social relationships in the classroom and those in the workplace, important for the special reproduction of new generations of workers schooled to accept their roles in a capitalist society. Schools are based on hierarchies as pupils have little control over their curriculum e.g Teachers give orders and pupils are expected to obey. Corresponds to lack of control in the workplace- schools reward punctuality, obedience and hard work, discourage creativity, independence and critical awareness which links to needs of employers. Youth are mainly motivated by external rewards, like how work has little intrinsic motivations. Education ligitimises social inequalities by promoting the myth of meritocracy so inequality appears just but argue this does not exist and occupation isn’t based on merit but social background.=means we are exploited and controlled
Bourdieu
education system recognises and rewards certain types of cultural background/ teachers privalage certain types of knowledge which lead to the academic success of children from upper classes (correlation between cultural capital and educational sucesss. Cultural capital measured by: cultural participation (museums, the theatre, foreign travel), reading habits (classic children literature, newspapers)/viewing (docs, politics shows, the news) and participation in extra curricular activities (sports, dance, arts). Parents need the time, money and access to achieve this which only the middle and upper class have-gain higher level extended writing in school , working class miss out as parents lack of education or time due to long hours and fail to achieve
Willis (Marxist AND interactionsit)
Learning to labour p-12working class boys in the midlands referred to as lads developed an anti/counter school sub culture characterised by the opposition to norms and values throughout the school. Felt superior to conformist pupils (ear oles). Showed little interest in academic work and amused themselves via deviant behaviour ‘having a laff’ became main object of school day. Tried to identify with with adult non school world by smoking drinking and being sexist and racist. Behaviour similar to shop fooor of local factories which helped boredom and monotony. Also seemed to follow their fathers into manual labour jobs and hegemonic masculinity (rebelling against the ruling class but still doing work) teachers would level the lads as non achievers so would fail to push them and allow them to underacheive
