Please enable JavaScript.
Coggle requires JavaScript to display documents.
Relationships and process in school - Coggle Diagram
Relationships and process in school
Hidden curriculum
where children are socialized into various norms and values.
some students consciously object these values causing them to be disruptive.
Transmitted by teacher to student or within peer groups
involves messages and ideas that the school does not directly teach but which children learn such as punctuality organisation and respect.
Functionalist view on hidden curriculum
functionalists not only value the formal curriculum but also the hidden curriculum as it encourages cooperation, healthy competition and meritocracy that creates efficient workers.
Marxist femenist and anti-racist view on hidden curriculum
Highly critical of the curriculum as it legitimizes ruling class, male or white dominance
Case Study
Cotton Winter and Bailey (2013) argue that the hidden curriculum places higher value on money and efficiency than promotion of greater equality and opportunity
Case study
Henry giroux(1984) neo marxist who believed schools are sites of ideological struggle that is, they are places where different political, moral and views may co-exist and be in competition
Hidden curriculum is transmitted by:
Heiarchy of management
insistance on punctuality
wearing uniforms
various set levels defined by age and ability
elements of curriulum
schools pastoral system
organisation of classrooms
expectations teachers have on groups of pupils
Pupil subcultures
Some researchers, such as peter woods, believe that there can be a wide variety of ways of adapting to school leading to the formation of varied subcultures
Ingration
pupils who try hard to win the favor of teachers and have very favourable attitude to the school
Compliance
Pupils who accept school rules and discipline and see the school as a useful tool to achieve qualifications
Opportunism
pupils who fluctuate between seeking approval from teachers and from their peer groups
Retreatism
this is a deviant adaptation in which pupils reject the values of school without directly challenging the authority of teachers
Rebellion
the goals of the school are rejected and pupils devote their efforts achieving different goals
Some groups in school accept the rules and authority without question, while others choosse to go against the norms and the rules the school has put in place.Sociologists are intrested why these groups form and the effect they can have on the members
Case study
Hargreaves and Willis refer to the pro and anti school cultures. as homogeneous, coherent groups that share their own uniforms and set of values
Case study
Peter woods(1983) argues that Hargreaves and Willis view(see below) is too simplistic.he argues that pupils use a variety of adaptations ,depending on their value of school
Male Subcultures
In a industrialised economy, anit school male subcultures made sense as nearly all got jobs without qualifications, this has changed with the change in economy
Case study
Hollingworth and Williams(2009) suggest that working-class peer groups with anti-school attitudes still exist, though they are now seen as "chavs" rather than "lads".also suggests there is a greater variety of middle-class subcultures but they are based on the consumption of leisure rather that anti school sentiment
Labeling and self fulfilling prophecy
Where a student leans into the view the teacher has on them.This happens in one of two ways:
Pupils accpet the labels teachers give themas being true and internalise them
They react against the labeling process and thus conform to negative assumptions, by exhibiting poor behavior and or underachieving
Educationalist aknowladge that grouping students based on class, gender or ethnicity can be seriously damaging