Marxism and Education
Althusser - Ideological state apparatus
Bowles and Gintis - Hidden Curriculum and Correspondence theory
Bourdieu - Cultural Capital
Criticisms
Boudon - Cost of Persistence
Paul Willis (Neo Marxist) - 'lads'
General view
Education transmits ruling class ideology. This aids false class consciousness (the working class are unaware of their exploited condition). Maintains Capitalism and prevents the working class from overthrowing the system. It controls our thoughts and minds (ideological control). Convinces us that Capitalism is just and reasonable. Convinces us to accept authority (makes us passive)
Education system is shaped by the economy and serves the interests of Capitalism and the ruling class
- The repressive state apparatus - maintains ruling class position through force (or the threat of it)
- The ideological state apparatus - maintains ruling class position by controlling peoples ideas, values and beliefs
Correspondence theory - close correspondence between the ways in which people and children are treated in the workplace and school. Children are prepared for future exploitation.
Schools transmit an ideology which states that Capitalism is just and reasonable through the hidden curriculum. The Hidden curriculum teaches deference to authority, accepting ones position in the social hierarchy, competition is fair and just and punctuality, hard work and obeying rules. The hidden curriculum is transmitted through school rules and regulations, hierarchy and the atmosphere
They reject the Functionalist view of role allocation. Those who get the top jobs, do so because of their social background (meritocracy is a myth)
Hierarchy of authority among teachers vs hierarchy of authority in the workplace
Alienation - students lack control vs Alienation - workers lack control
Extrinsic satisfaction (rewards) vs extrinsic satisfaction (pay)
Competition among students vs competition and division among workers
A cultural explanation for Middle class achievement and Working class failure. Middle class values are promoted via education. Teachers are influenced by middle class habitus ie manners and styles, parlance, ways of thinking, behaving, tastes and preferences (ie cultural habits) of a social class. A habitus offers guidelines for each social class (what is normal) - middle class habitus is seen as superior and favoured in education.
Argues there is a 'cost of persistence' for working class to stay on in education - a cost borne by the students family and their peers. Students need to cut off from peers (who have had to get jobs) and family to carry on in education. The cost of persistence is too high for many students
'Learning to labour: how working class kids get working class jobs'
Study of 12 working class boys in education. Rather 'have a laff' and mess around. They refer to those who try 'eeroles'. The group has a counter-school culture which is against the values of the school and doing well. They try to cope with boredom so condemn themselves to a working class job rather than trying to do well
Lack of correspondence - school knowledge not always linked to the work place eg pastoral issues
Overly deterministic - Marxists such as Althusser and Bowles and Gintis have been accused of determinism. Not all students obey school rules and 'fit' into Capitalism
The education system as a whole does not favour the middle class. There are enough examples of social mobility to suggest that the education system is based on a meritocracy
Functionalists interpret the relationship between education and the economy in a more positive light (consensus, seeing Capitalism as good)