Education
- Created by: Tee629
- Created on: 15-03-19 21:57
View mindmap
- Education
- Functions of education
- Functionalism
- Promoting social solidarity (Durkheim)
- Preparing young people for work and teaching specialist skills (Durkheim)
- Role allocation (Davis and Moore)
- Socialisation and meritocracy (Parsons)
- New right
- Believes education is not fulfilling its roles because it is being run by the state
- Issues with a state-run education system
- Lower standards
- One size fits all
- Marketization will improve standards in schools and encourage choice and competition
- Voucher system (Chubb and Moe)
- Roles for the state
- Impose a shared national curriculum
- Create a framework for competition between schools
- Marxism
- The 'myth of meritocracy' (Bowles and Gintis)
- Producing an obedient and submissive workforce for capitalist society (Bowles and Ginits)
- An alternative Marxist view (Paul Willis)
- Education as an ideological state apparatus (Althusser)
- Legitimation
- Reproduction
- Feminism
- Education reinforces gender inequality and the patriarchy
- Education disadvantages girls through the hidden curriculum (Heaton and Lawson)
- Colonisation of subjects
- Textbooks
- Respect for male subjects
- Feminist solutions to gender inequalities in schools
- Liberal feminists- changing policies
- Radical feminists- same sex schools
- Marxist feminists- economic changes
- Functionalism
- Gender and education
- Why do girls do better than boys? (internal)
- Equal opportunities policies (Jo Boaler)
- Positive role models in schools
- Coursework (Mitsos and Browne)
- Challenging stereotypes in the curriculum
- Why do girls do better than boys (external)
- The impact of feminism (McRobbie)
- Changes in women's employment
- Changes in the family
- Girls' changing ambitions (Sue Sharpe)
- Why do boys do worse than girls?
- Poor literacy skills
- Globalisation and the decline in traditional male jobs (Mitsos and Browne)
- The feminisation of education (Sewell)
- Shortage of male teachers
- 'Laddish' subcultures (Epstein)
- Explanations for gndered subject choices
- Gender role socialization
- Gendered subject images (Kelly)
- Peer pressure (Alison Dewar)
- Gendered career opportunities
- How schooling shapes gender and sexual identities
- Double standards (Sue Lees)
- Verbal abuse (Connell)
- The male gaze (Mac an Ghaill)
- Male peer groups (Mac an Ghaill)
- Teachers (Haywood and Mac an Ghaill)
- Female peer groups 'policing identities' (Ringrose)
- Why do girls do better than boys? (internal)
- Ethnicity and education
- ethnic differences in achievement (external)
- Cultural deprivation
- Cultural resistance (Pryce)
- Attitudes and values (Sugarman)
- Lack of intellectual and linguistic skills (Bereiter and Engelman)
- The Asian work ethic
- Dysfunctional families
- lone parent mothers (Moynihan)
- Absent fathers (Murray)
- Lack of fatherly nurturing and gangs (Sewell)
- less support from white working class parents (lLupton)
- Material deprivation (Guy Palmer)
- Racism in wider society (Wood et al)
- Cultural deprivation
- ethnic differences in achievement (internal)
- Labelling and teacher stereotypes
- Asian stereotypes (Wright)
- 'Racialised expectations' (Gillborn and Youdell)
- Pupil identities (Archer)
- Pupil responses to labelling
- Black females and racism (Mirza)
- Black male responses (Sewell)
- Institutional racism (Gillborn)
- Marketisation
- The ethnocentric curriculum (Troyna and Willliams, Ball)
- Assessment
- Labelling and teacher stereotypes
- ethnic differences in achievement (external)
- Class and education
- class differences in achievement (external)
- Cultural deprivation
- Parental attitudes (Douglas)
- Parenting style)
- Speech codes (Bernstein)
- Language (Feinstein)
- Subcultures (Sugarman)
- Material deprivation
- Poor housing
- Poor diet
- Low income (Bull, Smith and Noble)
- Cultural capital (Bordieu)
- Cultural deprivation
- Class differences in achievement (internal)
- Labelling and the self-fulfilling prophecy
- w/c pupils labelleld negatively, m'c pupils labelleld positively
- teachers encourage m/c pupils more and neglect w/c pupils
- A self fulfilling prophecy occurs and w/c fail, while m/c succeed
- teachers encourage m/c pupils more and neglect w/c pupils
- The 'Pygmalion effect' (Rosenthal and Jacobson)
- w/c pupils labelleld negatively, m'c pupils labelleld positively
- Streaming
- Streams= ability groups pupils are taught in for all their subjects
- w/c pupils placed into lower streams and are neglected, m/c placed into higher streams and are encouraged
- A self fulfilling prophecy occurs and w/c fail, while m/c succeed
- the 'A-C economy' and the educational triage (Gillborn and Youdell)
- Pupil subcultures (Lacey)
- Anti school subcultures= w/c pupils who reject values and fail
- pro school subcultures= /c pupils who accept values and succeed
- Class identities and the education system (Archer)
- Labelling and the self-fulfilling prophecy
- class differences in achievement (external)
- Educational policy
- Types of policies
- 1870: Forster education act
- 1944: Butler education act (tripartite system)
- 1965: The comprehensive school system
- 1970s: The new vocationalism
- 1988: The education reform act
- 1997-2010: New Labour policies
- 2010-onwards: Coalition government policies
- Gender policies
- Ethnicity polices
- Privatisation
- Privatisation= the transfer of public assets from state control to the control of private companies
- Types of privatisation
- endogenus= inside schools
- Exogenous= outside schools
- Examples of privatisation in education
- Exam boards
- Educational software (Buckinham and Scanlon)
- Educational policy
- Globalisation and policy
- The imapct of globalisation on policy
- Teaching computer/ technology skills
- TNCs have control over curriculums
- Multicultural education
- Globalisation= the growing interconnectedness of nations around the world
- The imapct of globalisation on policy
- Types of policies
- Functions of education
Comments
No comments have yet been made