working class

Question 1

willis

Answer 1

• working class lads
• valued amusement in various forms of deviant behaviour
• tried to identify themselves with adult and non-school world by smoking, drinking, racist and sexist behaviour and attitudes.
• counter school subculture
• peer groups and education is influential in the socialisation of the lads traditional working class identity
• disaffected boys felt superior to the more conformist pupils as they showed little interest to academic work.

Question 2

anti-school subculture

Answer 2

• willis
• helped prepare the lads for the boredom and monotony of work they had to do later on
• resist the rules, act deviantly

Question 3

Mac and ghaill

Answer 3

• macho lads
• boys from working class backgrounds generally followed their fathers into traditional working class, manual labour job roles.
• de-industrialisation
• Due to their attitudes within education the majority of these working class boys did not have the academic qualifications needed in order to move into new working class job roles.

Question 4

macho lads

Answer 4

• Mac an grail
• boys having the ability to perform heavy, physical, manual labour work which became a way for them to shape their working class identity.

Question 5

de-industrialisation

Answer 5

• Mac an ghaill
• led to the macho lads to face a crisis of masculinity
• all manual labour work decreased due to the rise of technology

Question 6

Bowles and gintis

Answer 6

• hidden curriculum
• education socialised individuals into traditional working class identity through hidden curriculum
• education is designed by and for the ruling class and it encourages children from working class backgrounds to become more obedient and passive workers in order for the ruling class to maintain their control and to benefit from.

Question 7

hidden curriculum

Answer 7

• Bowles and gintis
• educations functiin is to maintain, legitimise and reproduce class inequalities in wealth and power.
• by transmitting ruling class values disguised as common values through the hidden curriculum.

Question 8

bourdieu

Answer 8

• working class parents don’t show any interest in school which leads to children having low academic achievements, making it harder for them to go through social mobility

Question 9

Martens and d’haenens

Answer 9

• digital divide in Brussels
• clear link between class and internet usage
• social class was the biggest factor affecting digital inequality as opposed to issues based in gender or ethnicity

Question 10

digital divide in Brussels

Answer 10

• Martens and d’haenens
• those from the lower classes used the internet less 81%
• Those from the lower classes used technology as a form of entertainment
• whereas the middle classes used devises to boost their knowledge and to research different information