ED. - T6 - EDUCATIONAL POLICY AND INEQUALITY
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- Created on: 05-06-17 18:46
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- ED - T6 - EDUCATIONAL POLICY + INEQUALITY
- Policy in Britain before 88
- school did not change status. Industrialisation required work force - M/C prepare for office jobs, W/C basic numeracy for factory
- Selection: tripartite system
- Meritocratic values meant achieved status to able. Ability lead either grammar, secondary modern, technical school
- grammar = M/C success. Secondary = W/C fail - manual work
- reproduces inequality - secure separate two classes
- reproduces gender inequality - girls need higher pass marks
- reproduces inequality - secure separate two classes
- EVAL: children's environment affects success
- Meritocratic values meant achieved status to able. Ability lead either grammar, secondary modern, technical school
- Comprehensive school system
- aim to overcome class divide of tripartite. 11+ - abolished
- left to local authority to decide whether to go comprehensive
- Two theories on the role of comprehensives:
- Functionalists: brings together all class children
- Ford - little mingling between two
- Marxists: reprduce class inequality through streaming. Myth of meritocracy - seems 'fair'
- Functionalists: brings together all class children
- Marketisation
- = inserting consumer choice into state run education - raises standards - New Right favour competition
- David: parentocracy: markestised ed = rule by parents. Power shifts to consumers, away from school
- myth of parentocracy: Ball - parentocracy makes education system seem fair by giving choice
- Gerwitz study of 14 LDN schools: found parents diff. economic capital lead to class ineq. + better choices
- Privileged skill choosers: aware of how to manipulate system. M/C educated
- Disconnected local choosers: W/C. restricted by lack of cap. (travel costs also) Less aware.
- Semi-skilled choosers: W/C but ambitious for children. Frustrated at lack of sense of market
- Gerwitz study of 14 LDN schools: found parents diff. economic capital lead to class ineq. + better choices
- myth of parentocracy: Ball - parentocracy makes education system seem fair by giving choice
- David: parentocracy: markestised ed = rule by parents. Power shifts to consumers, away from school
- Marketisation policies: becoming academies, formula funding, tuition fees for higher ed
- The reproduction of inequality
- Gertwitz: parental choice
- Gerwitz study of 14 LDN schools: found parents diff. economic capital lead to class ineq. + better choices
- Privileged skill choosers: aware of how to manipulate system. M/C educated
- Disconnected local choosers: W/C. restricted by lack of cap. (travel costs also) Less aware.
- Semi-skilled choosers: W/C but ambitious for children. Frustrated at lack of sense of market
- Gerwitz study of 14 LDN schools: found parents diff. economic capital lead to class ineq. + better choices
- New Labour and inequality: party policies to reduce: Aim Higher programme, reducing primary class sizes, increased funding
- EVAL of New Labour: Benn: irony between marketisation + no inequality policy. Aim Higher leads more students to stay in ed. - pay higher fees
- = inserting consumer choice into state run education - raises standards - New Right favour competition
- Coalition government policies from 2010
- move to free schools from 'dead hand of state' - through academy policy + cuts to budget
- Academies
- all schools encouraged to leave local authority control. Funding taken from authority budget + given to academy. Control over curriculum
- Labour targeted disadvantaged areas but Coalition removed focus on reducing ineq.
- all schools encouraged to leave local authority control. Funding taken from authority budget + given to academy. Control over curriculum
- Free Schools
- funded by state teachers and parents create and run new schools. Create if hunhappy with local schools.
- Only benefit M/C children + exclude with strict pupil selection
- Free schools take less W/C - DoE 2012: 6.4% free schools, 22.5% state schools
- funded by state teachers and parents create and run new schools. Create if hunhappy with local schools.
- Fragmented centralisation
- Ball: Fragmentation: comprehensive replaced by diverse provision (academies) = inequality
- State can require sch to become academy - reduces local authority in ed.
- Coalition policy and inequality
- FSM and Pupil premium = reduce ineq. policies
- Ofsted: Pupil premium not spent on those need it
- Tripled uni fees to £9000 deter students from higher ed.
- FSM and Pupil premium = reduce ineq. policies
- The Privatisation of education
- privatisation = transfer of punlic assets to private companies. Ball: ed. = capitalism profit service
- Blurring the public/private boundary
- headteachers leave to set up business in ed. sector. Then bid to provide services to schools. Pollack: companies buy "insider knowledge"
- Privatisation and globalisation of ed. policy
- companies are foreign owned. exam board Edexcel owned by USA Pearson, answers marked in AUS.
- Scanlon: UK top 4 educational software companies = owned by global multinationals (Disney, Hasbro - USA)
- Cola-isation of schools
- development of brand loyalty through logo diisplays
- Molnar: schools targeted because of goodwiill associated with them = good product endorsement
- Beder: limited. tesco families spent £110,000 for single computer
- Education as commodity
- Hall: academies = example of public service handed over to private capitalists
- ed = "legitimate object of profit making". State loses role as provider
- Policies on gender and ethnicity
- Gender: girls excluded from higher ed in 19th century. 11+ - more marks to pass
- Assimilation policy: focus on assimilating ethnic min. into British culture to help succeed. Especially Eng not first lang
- Those who already speak Eng fail because of racism
- Multi-cultural ed. policy: promote ethnic success by valuing all cultures
- Stone: black pupils do not fail for low self esteem
- ignores cultural division. Should be one culture shared nationally.
- Policy in Britain before 88
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