Education

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  • Created by: UK_Matt
  • Created on: 06-01-17 14:31
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  • Education
    • Perspectives
      • Marxist
        • Althusser
          • Ideological state apparatus
            • Repressive state apparatus e.g. police, courts, army. They control the workers through the threat of force.
            • Ideological state apparatus e.g. religion, mass media, education. These control people’s minds/ideas.
          • Education reproduces class inequality.
          • Education legitimises class inequality
      • Functionalists
        • Durkheim
          • Social solidarity - Education brings us together by giving us a sense of community, whilst teaching us societies culture.
            • "Society as a miniature"
          • Specialist skills
            • Education provides us with the knowledge and skills we need for each person to perform their role in society.
        • Parsons
          • Meritocracy
            • Agrees with Durkheim but develops his ideas. In a family a child's role is ascribed whereas in education it is based on merits. The harder you work the more you achieve.
        • Davis and moore
          • Role allocation
            • Schools select and allocate children to their role in life. Inequality is necessary and competition is good. Therefore the most important roles go to the most talented
      • The new right
        • They believe in a free market and that marketisation is good.
          • SO more marketisation, more competition = more prosperous economy
        • They believe that some people are more talented than others.
          • Want education to be meritocratic and based in competition
            • Education should socialise children into competition and instil a sense of national identity.
        • Current system is failing, because it’s run by the state (they want free schools and more academies). “One size fits all” is wrong - need more locally run schools.
    • External
      • Material
        • Financial
          • Bull
            • Poor equipment and uniform can lead to bullying which causes lower levels of achievement
            • - School isn't free e.g school inform, travel and equipment
          • Housing - This can affect achievement e.g. no space to study, changing schools and or disturbed sleeping
            • HOWARD
              • poor homes = fewer vitamins = illness.
          • Diet and health
            • HOWARD
              • poor homes = fewer vitamins = illness.
            • WILKINSON
              • argues poor food leads to behavioural problems
        • FEINSTEIN
          • M/C parents buy educational books and toys
          • M/C parents provide extras e.g. tutors
          • M/C parents have a better out look on education and see the importance of the process
      • Cultural
        • Intellectual development
          • W/C homes lack educational toys and
            • Douglas
              • W/C students achieve lower because their parents do not read to them
            • Bernstein
              • and young ; M/C mums choose toys to aid with intellectual development
          • Language
            • - restricted and elaborated code. M/C speech is more varied therefore M/C students have an advantage.
              • Bernstein
                • and young ; M/C mums choose toys to aid with intellectual development
          • Attitudes and values
            • DOUGLAS
              • W/C parents place less emphasis on education.
            • M/C parents have a better out look on education and see the importance of the process
            • Sugarman -
              • W/C values - Fatalism - Present time orientation - immediate gratification- Collectivism
    • Factors affecting education
      • Internal
        • Labelling
          • BECKER
            • interviewed 60 teachers in Chicago asked them to judge students based on work conduct and appearance. M/C students seen as ideal.
          • RIST teachers uses background to put students into groups - tigers, cardinals and clowns.
          • KEDDIE
            • examined comprehensive schools, lower streams taught differently to higher streams. They were not taught how to analyse. Lower streams had W/C students.
        • Cultural deprivation
          • working class subcultures
            • Immediate gratification- Want rewards now !
            • Fatalism - The mindset that "What will be will be"
            • Collectivism - achieving the same as part of a group.
          • Criticism
  • Sugarman

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