Unit 3 Role+function Flashcards
Althusser
Marxist
Ideological state apparatus- maintain class inequalities, transmit ruling class ideologies through hidden curriculum
Bowles+Gintis
Marxist
Correspondence theory- what you learn in school prepares you for exploitation in workplace
Willis
Marxist
Learning to labour
‘Lads/ear oles’
Anti-school, led to shop floor culture WC boys
Rikowski
Marxist
Education has become a global commodity- a product of buying and selling
Cote
Marxist
Education prepares an over-qualified reserve army of labour
Not enough graduate jobs
Bourdieu
Marxist
Cultural capital benefits MC- cultural capital=educational success- pay for tutors/books/trips etc
Gerwitz
Marxist
MC= ‘privileged skills choosers’
Ball
Marxist
MC parents manipulate the system
Cohen
Marxist
Youth training was to cultivate ‘good attitudes’ in young people, training actually de-skilled the workforce
Finn
Marxist
Vocational education used to make young people employable- right attitudes for low paid+low skilled work
Green
Marxist
Vocational education- basic/ transferable skills related to unskilled/ low paid jobs in retail rather than craft skills
University tuition fees
(Commodity- Rikowski)
Marxist
Over £9k/year- educations being run like a business
Graduate jobs
(Cote)
Marxist
Graduate jobs would pay £30k+ but now starting pay is £19-22k/year depending on profession
DFE 2012
(Bourdieu- cultural capital)
Marxist
35% GCSE students FSM= 5 A*-C
62% GCSE students no FSM= 5 A*-C
Sutton Trust
(Bourdieu- cultural capital)
Marxist
50% students attending elite Westminster schools got a place in Oxford/ Cambridge
Durkheim
Functionalist
Education is functional for teaching children skills for specialised division of labour in society
Parsons
Functionalist
Sees school as a microcosm of society- represents a miniature version of society
Bridge from family to wider society
Davis and Moore
Functionalist
Education performs role allocation and grades people in terms of ability, which is rewarded in exam success
Kelly
Feminist
books and textbooks where women are portrayed as dependent on men and the absence of women in science texts
Colley
Feminist
female students being made to feel uncomfortable in certain subjects, e.g computing where boys ‘colonise’ the space around the computers and teachers fail to intervene, leaving girls feeling excluded
Subject choice based on: learning environment, subject preferences+perception of gender roles
Skelton
Feminist
‘hidden curriculum’ responsible for perpetuating gender differences in subject choices
Heaton+Lawson
Feminist
the ‘hidden curriculum’ is a major source of gender socialisation and operates in 5 ways:
- books + textbooks
- female students feel uncomfortable
- teacher expectations
- patriarchal curriculum
- lack of positive role models
Becker
Interactionist
‘Ideal pupil’- more likely to achieve
WC=labelled as less likely to achieve- self-fulfilling prophecy
Keddie
Interactionist
‘A’ and ‘C’ streamers- A labelled more positively+trusted to work alone than C- self-fulfilling prophecies: A increased achievement, C lack of achievement
Jasper
Interactionist
Reason for bad pupils- institutional racism from teachers
Hargreaves
Interactionist
Speculation, working hypothesis, elaboration and stabilisation
Speculation
Hargreaves-Interactionist
Initial guesses by teachers about students’ abilities based on appearance and discipline
Working hypothesis
Hargreaves-Interactionist
Based on interaction with students- teachers develop theories about the ‘type of student they are talking to’
Elaboration
Hargreaves-Interactionist
Teachers’ initial ‘hypothesis’ is tested in the classroom- they either confirm or reject their ‘guesses’ based on observing the student
Stabilisation
Hargreaves-Interactionist
The teacher feels they know the student and interpret everything about them based on their judgements and interactions eg if they were labelled as ‘deviant’ it is difficult for the teacher to see that students’ behaviour in a positive way
Gillborn
Interactionist
Institutional racism within schools because they were picking on EMG for being disruptive+threats
Abraham
Interactionist
Class+gender ideologies promoted in by teachers who subconsciously label students. Suggests that teachers need specific training to recognise this labelling leads to underachievement of WC
Usher
Postmodernist
Increasing diversity, choice and change that characterises today’s society and the need to meet the demands of contemporary society
Bryant+Edwards
Postmodernist
Education can be used to influence identity and argue that adult education can play a big part in this
Illich
Liberal
Students are encouraged to pick courses from a wide range of disciplines
A.S. Neil’s Summerhill School
Liberal
Allows students more choice about their education
Develop range of skills rather than just following the formal curriculum
Marketisation
New right
The education system should operate on the same principle as the market for goods and services
Parentocracy
New right
Schools should respond to what consumers want (parentocracy) and resources will go to the most successful in attracting ‘customers’ and the least successful will have to improv, shut or be taken over by the more successful
Raise standards
New right
A market-led system will make education more accountable and save tax payers’ money
Eg- praise 1988 Education Reform Act that aimed to raise standards through introducing the National Curriculum
Halsey
Social Democratic
Education does not meet the role of providing equality and criticise Grammar Schools by stating that they benefit the MC- can afford tutors to pass rigorous 11+
New Labour (1997) Social Democratic
Inequalities prevent individuals from some chances, so the gov introduced compensatory measures (EMA+Sure Start) to bring about greater equality
