Unit 3 - Section B: Education - THEORETICAL EXPLANATIONS - Marxism Flashcards
ALTHUSSER
The two main functions (critical of their old fashioned/oppressive): reproduction of skills for efficient labour force and reproduction of ruling class ideology and the socialisation of workers. If taught false class consciousness at a young age - leads to exploitation. Ideological control: no class can hold power for any length of time simply by the use of force, effective in maintaining class rule. If working class accept positions, won’t challenge ruling class dominance (taught through the hidden curriculum) - if fed over time, they start to accept it as it ‘should’ be. If physically forced to do things, eventually form revolution - passive and acceptance. Force will not work to control the masses - otherwise will rebel. False class consciousness maintains WC in subordinate position. The false idea of what society ‘should’ be - unquestioning and passive workforce. An ideological state apparatus is institutions of society (mass media, law, religion, education) used to help pass on ideologies - education transmits capitalist ideologies not only to justify and legitimise, but reproduces attitudes and behaviour, required by major groups. Teaches workers to accept and submit to exploitation - taught rules from a young age that keep us conformist. Althusser criticised as research not supported by evidence, only a preliminary framework, a philosopher rather than a sociologist.
Willis
Counter-school sub-culture - opposition to values and norms perpetuated throughout school. The ‘lads’ were not affected, and felt superior to more conformist who they labelled as ‘earoles’. Little interest in academia - amused themselves through deviant behaviour. Shop-floor culture = boredom that the boys felt during work, so adopted similar distraction techniques such as joking around. Shop floor was the production line (factory) - monotony and boredom of basic task repetitively - having a ‘laff’ - adopted anti-school behaviour when managers were not looking. Lads staged mini-revolution, non-conformist and rebelled. Although they did work, broke rules at times. This reproduces inequality exploitation - used to prepare students for mandatory work in order to relieve boredom
Bowles and Gintis
Correspondence between the school and work as teachers give orders, pupils obey. This is directly in line with the requirements of employers in a capitalist society, effectively reproducing labour power from one generation to the next. How work in education reflects and corresponds to the workplace - well-trained and conformist. Do not believe that education is meritocratic as it leads to social inequalities. Those who achieve high qualifications lead to top jobs. Argues that rewards in education and occupations are based not on merit, but on educational qualifications.
Bourdieu
Social reproduction as students can better contextualise what they learn. Middle class teachers reward middle class students which leads to inequality. The education system is crucial to social reproductions of cultural capital as it recognises and rewards certain types of cultural backgrounds and behaviours. Teacher privilege certain types of knowledge among pupils and leads to academic success that enables those from higher social class backgrounds to maintain class position. The most common ways of measuring cultural capital is through cultural participation = children exposed to high class cultural activities, reading habits, extra-curricular activities. Parents pivotal to process as certain activities need to pay for children to participate.
ONS (supporting study for Bourdieu)
More than one third of poorest children in our society do not have internet at home. 99% of 10% top wealthiest had internet. Digital divide can harm poorer pupils.
Sullivan (supporting study for Bourdieu)
Cultural capital transmitted through home has significant impact on GCSE performance - controlled for a large direct effect of social class on attainment remains.
