Please enable JavaScript.

Coggle requires JavaScript to display documents.

EDUCATION (role & in school processes), W/C subculture - Coggle…

- - - - Kynaston - 'Dual system of schooling'
        
        class inequalities are entrenched in this
        wealthy = 7% (private)
        remaining = 93% (state)
      - REAY - 'unaffordable uni'
        
        w/c students applied to nearest uni
        
        could not afford costs of travel / accommodation
        
        w/c parents have less confidence interacting
        with schools
  - - - FATALISM - acceptance of situation
      - IMMEDIATE GRATIFICATION - seek pleasure now
        (m/c - deferred gratification)
      - COLLECTIVISM - value being part of a group
      - TIME ORIENTATION - live in the moment
        (no long-term goals)
    - - FEINSTEIN - 'parents own ability'
        1) parenting style - less educated = inconsistent
        discipline
        2) parents educational behaviour - m/c
        recognise educational value of education
        3) use of income - m/c have better understanding
        of nutrition etc
      - BERNSTEIN - speech patterns
        
        restricted code (w/c) - limited vocabulary
        
        elaborated code (m/c) - meanings are universalistic
        
        m/c given an advantage as elaborated
        code used in schooling
        
        through early socialisation
        
        w/c fail due to not lack of understanding
        of elaborated code
- - - - Economic = ownership of wealth
        (e.g, private education)
        Cultural = educational qualifications etc
        (e.g, parents have knowledge and experience)
        Social = social contacts
        (e.g, parents may know how to help gain admission)
        Symbolic = possession of status
        (e.g, help in admission to private schools)
  - - - focuses on processes within schools
      - small-scale interactions between
        individuals
      - affects peoples 'self-concept' which
        shapes behaviour
        
        labelled deviant = SFP
      - EVALUATION
        
        fail to explain wider class inequalities
        (downplay factors outside schools
        
        labelling theory is deterministic (gives pupils
        little control over own achievement)
        
        FULLER - black w/c girls who were labelled
        responded by working harder to achieve success
        
        not all pupils fall into certain subcultures
        
        most studies based on male peer groups
    - - = characteristics are ascribed to individuals
        based on descriptions, names, labels
      - m/c pupils tend to fit the teachers
        stereotype of the ideal pupil (w/c more
        likely to be labelled as deviant)
      - BECKER - 'chicago teachers ' ideal pupil'
        
        interactionist study
        
        factors influencing judgement = pupils work,
        conduct, appearance
      - Dunne & Gazeley - schools produce w/c
        underachievement
        
        teachers normalised w/c underachievement
        
        home bachgrund played a major role (w/c parents
        labelled uninterested)
        
        led to class differences (setting extension work for m/c but
        entering underachieving w/c into easier exams)
        
        believed they could overcome m/c underachievement
      - Rist - American kindergarten
        
        labelling based on info on child's background
        and appearance
        
        group of 'cardinals' and 'clowns' seated further
        away from teacher (w/c)
        
        teacher labels fast learners 'tigers' (m/c)
        seated nearest
        
        links to speech codes
    - - Rosenthal & Jacobson - 'spurters'
        
        gave false info to primary schools of IQ
        
        progress measured (field study)
        
        high IQ = 'spurters' made progress
        
        teachers beliefs were influenced by test results
        
        SFP occured
      - consequences...
        
        children selected randomly
        
        students may 'spurt' later = disadvantage
        
        SFP can cause underachievement
        (negative self-concept)
    - - BALL - banding system in comprehensive
        
        w/c pupils more likely to be placed in lower bands
        
        behaviour of lower bands deteriorated quickly
        
        teachers had low expectations of lower bands
        
        expectations of those in higher bands are greater
      - BOURDIEU - argues schools and m/c
        environments are full of teachers with m/c values
      - absence of w/c teachers with distinct
        accents and dialects means teachers
        fail to relate to w/c children
      - KEDDIE - observed classes from different streams
        
        lower streams = teachers simplified the context
        
        hgher streams were taught more abstract concepts =
        greater opportunity to develop understanding
        
        higher sets were taken more seriously
    - - WILLIS - counter-school subculture
        
        observed and interviews 12 w/c rebellious boys
        
        the 'lads' (w/c) were hostile to the 'ear' 'oles' (m/c)
        
        the lads were more focused on 'having a laff' instead
        as they thought their future work would not require qualifications
        
        labelling made no difference
        = position of class background shaped their attitudes
    - - ROSENTHAL & JACOBSON - gave false info to
        primary school teachers regarding IQ
        
        told some had high IQs and some had low IQs
        (progress then measured)
        
        those with a higher IQ made greater progress
        = positive teacher labelling can lead to a SFP
      - BECKER - 'Ideal pupil'
        
        pupil speaks in elaborated speech code
        
        argued m/c teachers are likely to view m/c
        pupils more positively than w/c in terms of
        their intelligence
    - - Hidden curriculum
        (unwritten rules, values and normative
        patterns of behaviours where students are
        expected to conform)
        
        links to BOWLES & GINTIS 'correspondence
        principle when taught for exploitation through work
        
        punctuality
        
        having a 'work' ethic
      - School Ethos
        (character , atmosphere or climate
        of the school)
        
        Examples...
        
        emphasis on equal opportunities for all
        
        emphasis on respect for diversity
        
        school encourages participation in community
        
        type of learning the school encourages
        
        teaches pupils they are part of the
        ruling elite
        = pupils feel they belong among the
        global elite
- - - - 3 main functions
        
        socialisation (& social solidarity)
        
        skills provision
        
        role allocation (meritocratic)
        
        1) Socialisation - PARSONS
        
        forms a bridge to adapt to a meritocratic view between particularistic to universal standards
        
        forms a 'value consensus'
        -increasing individualism = little social solidarity
        and anomie (normlessness)
        
        emphasise the moral responsibilities of members
        (encourages a shared identity)
        
        2) Skills provision
        
        DURKHEIM - advanced industrial economy
        require a complex division of labour
        
        roles become specialisd = longer education
        
        human capital theory (investment in humans is
        like investment in new machinery)
        
        better educated = more highly skilled people
        (more wealth)
        
        3) Role allocation
        
        DAVIS & MOORE - allocates people
        the most appropriate jobs
        
        education identifies those capable of more
        complex jobs = more important
        
        equality of opportunity (meritocracy) - everyone
        has the same chance
        
        exam system encourages competition, individual
        achievement and hard work
      - CRITICISMS...
        
        ignores dysfunctional aspects of education
        (e.g, bullying)
        
        socialisation may not be applicable in a
        multicultural society (hard to reconcile differences)
        
        does not allocate individuals to roles in a fair
        and meritocratic way (ignores social divisions and
        assumes all individuals have the same opportunities)
        
        Covid - argued schools didn't perform any functions
        as weren't judged by universalistic standards or meritocracy (private schools =overstated grades)
        
        from other perspectives...
        
        Marxists = system is not meritocratic (e.g,
        private schools benefit the wealthy)
        
        PM = 'teaching to the test' since
        marketisation kills creativity
      - POSITIVES...
        
        those with degrees earn 85% more
        
        education more meritocratic than 19th century
        
        education more work focused with more
        vocational qualifications and apprenticeships
        
        schools try to create social solidarity
    - - 3 main functions
        
        reproduces inequality
        
        legitimates inequality
        
        correspondence principle
        
        1) Reproduces inequality
        
        trains w/c pupils to get w/c jobs
        
        provides upper class with elite education
        
        social class infleunces educational achievement
        
        2) Legitimates inequality
        
        schools teach 'myth of meritocracy'
        
        persuades members of society their position
        reflects their ability
        
        failing = down to own ability (w/c pupils
        accept w/c jobs)
        
        3) Correspondence principle - BOWLES & GINTIS
        
        role of education is to reproduce an obedient
        workforce that accepts inequality as inevitable
        
        prepares workforce through 'hidden curriculum'
        
        works in the following ways...
        
        hierarchy (conformists = higher grades)
        
        rewards & sanctions (external rewards)
        
        passive & docile (encourages subservience)
        
        motivation (extrinsic rewards)
        
        fragmentation (little overall understanding
        of production of society)
        
        ISA
        (ALTHUSSER - argued education
        is a ISA)
        
        school creates a FCC = presents
        capitalist system as inevitable and
        alternative systems as unrealistic
        
        encourages people to passively accept
        their future work roles = creates a
        passive and subservient workforce
        
        produces ideologies that disguise
        its true case
        
        'Symbolic violence' - BOURDIEU
        
        w/c duped into believing their failure are justified
        
        education values culture of upper classes
        
        cultural atributes of w/c are rejected
        
        process of 'cultural reproduction' occurs
        = sees as a form of symbolic violence against w/c
        (culture of m/c given a higher status)
      - Basics >
        
        sees capitalist societies dominated
        by ruling class
        
        wealth enables them to dominate non-economic
        parts of society (superstructure)
        
        education serves needs of ruling class
      - WILLIS (neo-marxism) - 'lads' counter-culture
        
        'lads' saw school as pointless (irrelevant to factory
        jobs they wanted) - seen through 'myth of meritocracy'
        
        actively resisted school subculture / authority
        (criticises idea of passive subservience)
        
        culture of 'having a laff' prepares for tedium work
        
        helps them fit into jobs capitalist society needs
        outcome = easily exploitable workforce
      - CRITICISMS...
        
        deterministic - w/c pupils do not accept everything
        
        less evidence pupils think school is fair (w/c pupils
        in deprived areas are aware they are getting poor education)
        
        PM criticise correspondence principle = today's post-fordist economy = requires different workforce
        
        BROWN - much work now requires teamwork
        rather than authority
      - POSITIVES...
        
        middle class has more cultural capital
        (w/c more likely to suffer from material
        and cultural deprivation)
        
        existence of private schools is supporting
        evidence - better chance of uni
        
        high number of people in professions such
        as nursing went to private schools
    - - Basics >
        
        believe in marketisation and parentocracy
        
        known for introducing league tables, GCSEs,
        and OFSTED
        
        1988 education act introduced to create
        a market
        
        voucher systems
        
        NeoLiberal - state should encourage
        competition through deregulation, low taxation and
        privatisation
      - Education policies:
        1) created an 'education market' = led to
        the establishment of league tables
        2) should teach subjects that prepare pupils
        for work -'new vocationalism'
        3) state was to provide a framework to ensure
        schools were all teaching the same thing -
        (national curriculum)
      - CHUBB & MOE - consumer choice
        
        idea was to make schools answerable to parents
        
        believed state education failed too many pupils
        
        private schools = better standards as were more
        answerable to fee-paying students
        
        market system introduced to raise standards
        
        private schools have to please customers = high
        standards
      - CRITICISMS
        
        state schools can work just as well
        as private schools if funded properly
        
        competition benefits m/c = pay for
        extra tuition
        
        marketisation =encouraged teaching
        to the test
      - POSITIVES:
        
        policies seem to have raised standards
    - - Basics >
        
        schools more consumerist
        
        more individualised education
        
        education is more diverse
        
        increased fragmentation
        
        education is more 'hyperreal'
      - Consumerist = introduction of marketisation
        and open enrolment
        
        parents have choice where to send their child
        
        marketisation = made schools into businesses
        
        if 'consumer needs' are not met parents are free
        to enroll their kids in alternative schools
        
        teachers expected to facilitate lessons to be
        learner centred
      - Diverse = increasing diversity of school types
        
        increase in 'specialist schools'
        
        more in faith schools, academies and free schools
        
        more education providers (apprenticeships)
      - Fragmentation = experience has become fragmented
        
        private education = cosy, clearly structured lessons
        
        w/c feel alienated by m/c and may experience
        disrupted education
      - Hyperreal = make more use of ICT
        
        directed to online resources
      - CRITICISMS...
        
        not all parents have equal ability - m/c
        will just benefit more
        
        liberal forms of edcuation may result in
        survival of the fittest
        
        PALMER - teaching to the test has
        resulted in schools being stressful
        
        national curriculum criticised for being
        ethnocentric
- - - - identified 4 main groups of black pupils...
        
        Conformists
        
        Innovators
        
        Retreatists
        
        Rebels
      - Street culture & masculinity
        
        2001: lone parents headed 57% of black caribbean
        families with dependent children (25% in white British)
        
        vulnerable to gang pressure
        
        subculture of black masculinity provides 'comfort zone'
        
        acceptance / support from peers compensates for sense
        of rejection by fathers
- - - - feminisation of the economy and workforce =
        jobs for women in service sector have expanded
      - WILKINSON - suggests young women experienced
        a 'genderquake'
        
        changes in attitudes / expectations about future
        
        aspirations are no longer restricted to family life
      - BECK - individualisation
        
        sees changes as part of growth and risk = greater
        insecurity for males and females
        
        creates an individualised society where males and
        females have to be self-reliant
        
        increases incentives for girls to achieve qualifications
    - - MAC & GHAILL - 'crisis of masculinity'
        
        they are socialised into seeing their future male identity
        in terms of being a 'breadwinner' but the landscape has changed
        
        decline in manufacturing industry
        
        new jobs in service sector are often part-time / desk work = suited to women
        
        females may be primary breadwinners
      - JACKSON - w/c males conclude that education is irrelevant
        because the jobs they will end up doing are unskilled / semi-skilled
        
        may be achieved by exaggerating their masculinity through anti-school subcultures ('street credibility')
        
        schools dominated by 'hegemonic masculinity' = academic work was seen as 'feminine' and 'uncool' (acted out
        a culture of laddish masculinity)
      - FRANCIS & SKELTON - underachieving boys are vulnerable, confused and insecure
        
        may appear tough on the outside, seeking to impress / boost
        his self-image
        
        reinforced by a lack of educational success
  - - - 'boffin' identity - REAY
        
        girls who want to be educationally successful need to conform to the schools notion of the ideal feminine pupil identity
        
        involved girls having to perform an asexual identity = lacking interest in boys, fashion etc
        = risk being excluded by other girls