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EDUCATION - Coggle Diagram
EDUCATION
against equal education:
:star:Mirza argued that there was evidence of racism from some teachers, and that some of the girls felt that teachers had low expectations of them (black females) white students achieved better than black students
:star:correspondence principle;In state school children are taught to obey authority and accept hierarchy rather than to use their talents to achieve.
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:star:teacher labelling; when they negatively treat working class and Black Caribbean children as problem students
:star:hidden curriculum, ethnocentric curriculum.
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FUNCTIONALISM
Functionalists argue that at in school students are judged by universalistic values, so it is more meritocratic than at home where children are judged by different particularistic values.
Education teaches us specialist skills for work – At school, individuals learn the diverse skills necessary for this to take place. For example, we may all start off learning the same subjects, but later on we specialize when we do GCSEs. This allows for a complex division of labour to take place.
Role Allocation and meritocracy – Education allocates people to the most appropriate job for their talents using examinations and qualifications. This ensures that the most talented are allocated to the occupations that are most important for society. This is seen to be fair because there is equality of opportunity – everyone has a chance of success and it is the most able who succeed through their own efforts – this is known as meritocracy
Functionalist theorists such as Durkheim and Parsons argue that education systems are meritocracies and that they perform positive functions such as secondary socialization and role allocation
We have social solidarity when we feel as if we are part of something bigger. Emile Durkheim argued that school makes us feel like we are part of something bigger.
for equal education:
:star: new research finds grammar schools provide equality of opportunity and they're good for social mobility
:star: cultural deprivation; schools offer children equality of opportunity and so are fair, working-class parents that bring their children down
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:star:schools ethos- nearly all schools today have a high ethos of achievement ( they teach pupils that they are part of the ruling elite.)
FEMINISM
Stereotypical views of teachers and careers advisors as well as peer group pressure means that subject choices are still shaped by traditional gender norms – which limits the kind of jobs boys and girls go onto do in later life.
Even though girls do better at school, they still get paid less than men, so qualifications do not necessarily result in more pay
the gendered curriculum- subject choices between genders -"girls consistently outperform boys at all levels of the uk education system
gender stereotyping built in vocational education- work experience places boys and girls into traditionally stereotyped jobs
MARXISM
Bowles and Ginits
-The reproduction of class inequality: This means that class inequalities are carried from one generation to the next.
Middle class parents use their material and cultural capital to ensure that their children get into the best schools and the top sets. This means that the wealthier pupils tend to get the best education and then go onto to get middle class jobs. Meanwhile working class children are more likely to get a poorer standard of education and end up in working class jobs. In this way class inequality is reproduced
-The Legitimation of class inequality:
Marxists argue that in reality money determines how good an education you get, but people do not realize this because schools spread the ‘myth of meritocracy’
-Teaching the skills future capitalist employers need: correspondence principle through hidden curriculum
for marxism: evidence that schools do reproduce class inequality because the middle classes do much better in education because the working classes are more likely to suffer from material and cultural deprivation.
against marxisim: :red_flag: Henry Giroux says that do not accept everything that they are taught :red_flag: There is less evidence that pupils think school is fair :red_flag: The correspondence principle may not be as applicable in modern societies because employers increasingly require workers to be able to think rather than to just be passive robots
POSTMODERNISM
post modern theory is against functionalism (if education is more fragmented, it is unlikely that education can perform the function of creating value consensus in a society) ----------SCHOOLS ARE MORE ‘CONSUMERIST’ AND PROVIDE MORE INDIVIDUAL CHOICE. -EDUCATION HAS BECOME MORE INDIVIDUALIZED -EDUCATION IS MORE DIVERSE -INCREASING FRAGMENTATION -EDUCATION IS MORE ‘HYPERREAL’
NEW RIGHT
Marketisation- The mid 1970s was a time of rising unemployment in Britain, particularly among the young. It was argued that the education system was not producing a skilled enough workforce and that the needs of the economy were not being met. From the mid 1970s both the Conservative and Labour governments agreed that education should be more focussed on improving the state of the economy
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