Revision Notes:
- Created by: danielladavidson
- Created on: 18-01-23 18:28
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- Revision Notes:
- Bowles and Gintis
- Correspondence Principle
- Conducted their research in 1976
- prevents revolution + rebellion
- Use sanctions and rewards to reinforce compliance
- Schools are deliberately boring and uncreative
- Passive and docile workers
- School creates a business like atmosphere
- Organised to achieve the whims of the upper classes
- Education is not meritocratic
- Ball, Bowe and Gerwitz
- 1988 Educational Reform
- 'Market forces and Parental choices' - 1944
- 'Parentocracy'
- League tables - which compares exam results
- Allows parents to choose where to send their children
- Benefits m/c = parents know how to work the system
- Schools have to compete with each other to improve positions
- Better League position = Better funding
- Middle tend to be picked for higher achieving schools
- = Better Education than the working class
- Allows parents to choose where to send their children
- Schools under huge pressure = funding relies on pupil numbers
- 'Cream Skinning'
- Getting the best students to climb the league tables
- Pupil Premium = funding for low income students
- Bourdieu
- symbolic elements such as skills, tastes, posture, clothing, mannerisms, material belongings, credentials,
- Acquire through a specific social class
- widens class divide
- Acquire through a specific social class
- Education system rigged to benefit the middle class
- Keeps middle class in power
- Stay at the top of social strata and bosses of capitalism
- Upper classes control education
- Keeps middle class in power
- Middle class children go on to own the means of production
- Maintains Social Inequality and the class divide
- Working class children are groomed to become the hands of production
- Middle class culture is superior = established in school
- Power Play
- symbolic elements such as skills, tastes, posture, clothing, mannerisms, material belongings, credentials,
- Bowles and Gintis
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