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education essay plans (evaluate the reasons for continuing wc…
education essay plans
suggest two ways in which external factors can affect wc children's performance within schools (10 marks)
cultural deprivation - language, bernstein, support with feinstein parental values - criticise with keddie
material deprivation - lack of resources, no textbooks or tutors etc, poor diet, poor housing - criticised - doesn't take into account internal factors, becker argues labelling more important and r&j say it's sfp
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asses whether pupil subcultures significantly affect educational outcomes for wc and mc children (30 marks)
assess two internal factors which can affect ethnic minority groups performance within schools (10 marks)
institutionalised racism and ethno centric curriculum, ball, nat curriculum promotes 'little englandism' e.g. hist curriculum tries to recreate a mythical age of golden empire and ignores other cultures and countries achievements. support with troyna and williams institutionalised racism. criticise - external factors more important, e.g. cult deprivation - bereiter and englemann - language spoken by wc black families is ungrammatical and doesn't help students in school
Labelling and self fulfilling. gillbourn and youdell - teachers quick to discipline black students in class - stereotyped expectations. this can lead to streaming (ball) and sfp (r&j) - criticise with mac and ghail self negating
assess two external factors which can affect ethnic minority groups performance within schools (10 marks)
cultural deprivation - bereitter and engelman - language spoken by WC black families is ungrammatical and doesn't help students in school. support with bernstein.
criticise - keddie victim blaming
material deprivation - flaherty: pakistanis and bengalis 3 times more likely than white to be poor. 15% of em houses classed as overcrowded criticise - ball - ethnocentric curriculum/troyna and williams institutionalised racism more important
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assess the reasons for continued male dominance in the work place despite female educational achievement (20 marks)
evaluate the usefulness of marxist perspective for explaining the differences in the outcome of education (30 marks)
bowles and gintis - myth of meritocracy, correspondence principle
criticise - postmodernity, marxism is out of date. too simplistic
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althusser - ideological state apparatus - school controls people's ideas, values and beliefs. fails each generation of wc people in turn. marx supports - justifies class inequality by producing ideologies that disguise its true cause - convinces people inequality is inevitable and failure is individual's fault
criticise - parsons. school is fab!!!! bridge, society in miniature. necessary for teaching value consensus and social solidarity
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Hagreaves - schools value competition more than social solidarity, not always direct link between subjects and jobs. criticise with durkheim (/ he actually criticises durkheim)
UNSURE IF HE'S A MARXIST
evaluate the usefulness of functionalist
perspective for explaining the differences in the outcome of education (30 marks)
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evaluate the usefulness of feminist perspective for explaining the differences in the outcome of education (30 marks)
liberal feminists - subject images still remain heavily gendered, for example textbooks tend to present males and females in traditional gender roles – for example, women as mothers and housewives, and science and maths textbooks commonly use images of boys in examples. This suggests that the glass ceiling remains firmly intact, and traditional gender norms are reinforced in schools, to the disadvantage of girlscriticise - girls achieve higher than lads due to increasing influence of feminism. use sharpe and changing ambitions.
marxist feminists - Marxist feminists would argue that the education system is still patriarchal- and therefore education is still designed to ensue that men get the better jobs
radical feminists - underachievement of boys is deemed more important than underachievement of gals. school reproduces the patriarchy. feminists argue that women tend to missing from the curriculum, for example their role is overlooked in the teaching of history. This is significant, as if women are not taught about then girls do not have inspiring role models to look up to and strive to achieve like. criticise - GIST and WISE, which strive to encourage girls to study ‘stem’ subjects, and thus eradicate gender domains surrounding subject choice.
difference feminists - it's important to consider more factors than just gender - e.g. ethnicity and class. material deprivation and cultural deprivation etc etc. basically cultural deprivation paragraph
functionalists - education is great and happy and fab. there are no problems! it socialises everyone into necessary roles (davis and moore) and acts as a 'bridge' between the home and wider society. they totally disagree with feminists, it doesn't reinforce patriarchy, rather it sorts the gals into the right roles for them - which parsons sees as expressive, in the home
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