Sociology Education
- Created by: Dontaskwikki
- Created on: 20-01-20 10:52
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- Education
- Class Difference
- EXTERNAL
- Material Deprivation Poor housing. poor diet, low income
- BOURDIEU- m/c better in ed cuz parents have a better capital assets 1)economic capital 2)cultural capital
- Cultural Deprivation: w/c fail to transmit appropriate norms, less likely to by ed toys. Culture is transmitted through socialization, different classes socialise kids differently.
- W/C Subculture= immediate gratification, fatalism, low vaule on ed
- HYMAN- w/c don't value ed DOUGLAS- w/c parents show less interest on kids ed so less supportive.
- Criticism
- 1) Ignores material deprivation 2)ignores impact of school 3)blames victim, they are different not deprived
- Parents Education= FEINSTIEN- parents own ed effects kid.
- ed parents more discipline, ed parents more aware of what is needed, ed has better language, use of income like ed toys.
- W/C Subculture= immediate gratification, fatalism, low vaule on ed
- Material Deprivation Poor housing. poor diet, low income
- INTERNAL
- Labelling- BECKER- teacher label m/c as the ideal student = self- fulling prophecy
- Criticism
- Pupil Subculture- Pro-school and Anti-School LACEY- anti-school are the way they are cuz school deprives them of status , so they create status hierarchy
- NIKE IDENTITIES
- LOSING YOURSELF
- EDUCATION POLICY
- LOSING YOURSELF
- NIKE IDENTITIES
- Class Identity And Achievement - ARCHER- habitues to understand relationships. m/c has power to define this, gain symbolic capital
- Labelling- BECKER- teacher label m/c as the ideal student = self- fulling prophecy
- EXTERNAL
- Ethnic Differences
- EXTERNAL
- Cultural Deprivation- under achievement caused by inadequate socialization
- Intellectual+ Language Skills- low $ black fam lack intellectual stimulation= don't develop problem solving skills. BEREITER+ ENGLEMANNlanguage i black USA fam is ungrammatical so kids can't express abstract ideas. Not speaking English may also be a problem.
- Attitudes, values and family structure- most kids are socialized in main stream culture so they are competitive,
- Fatalism + Immediate gratification
- Lack of Male Role Model- black boys may be encouraged to join 'macho-gangs' , they are anti-ed MURRAY result of lone parenthood
- Culture Of Poverty- MOYNIHAN no male role model= not socialized correctly = fail in ed= become bad parents
- SWELL- Asian work ethic
- Impact Of Slavery- PRYCE black Caribbean culture less resistant to racism +low self esteem+ under achieve
- Fathers, Gangs+ Culture- SWELL- lack of fatherly naturing leads to black boys underachieving. Gangs offer alternative loyalty+love. ed successful boys feel barrier is peer pressure, didn't want to sell out.
- Compensatory Education 1)Operation Head Start 2) Sure Start
- Criticism
- 1) Victim Balming- KEDDIE- Culturally dif not dep 2)Cultural Exclusion-BALL- ethnics parents at dis cuz cant understand UK school system 3)Cultural Domination
- Material Deprivation- half of ethnic minority kids live in low $ houses, twice as likely to be unemployed, face discrimination in labor market
- Racism In Wider Society
- Cultural Deprivation- under achievement caused by inadequate socialization
- INTERNAL
- Labeling- GILLBORN +MIRZA- in primary black over achieve but at GCSE they under achieve GILLBORN +YOUDELL- teachers has 'racialised expectations', conflict between white teachers and black pupils comes from stereotypes= higher exclusion of black boys, being paced in lower sets.
- Asian Pupils- WRIGHT- in primary teachers thought they would have poor English so used simple language, they mispronounced child's name, saw them as a problem they could ignore= girls were marginalized. CONNOLLY teachers saw them as passive and boys as more feminine
- Pupil Subculture -SWELL- BLACK BOYS RESPONSES
- Conformist
- Inovators
- Retreatists
- Rebels
- Even though only a small part fit into the 'macho lad' teachers still label them as such= under achievement in most boys.
- Rejecting Negative Labels- FULLER- black girls in year 111 were achieving in ed but where rejecting the labels given by teachers MAC AN GHAILL- black + Asian students didn't accept teachers labels at A-level
- But MIRZA said that their way of dealing with this was not asking fro help which affect ed
- Institutional Racism -Critical race theory(CRT) sees it as deep rooted in ed system.
- Ethnocentric Curriculum- TROYNA +WILLIAMS- UK ed ssytem has priority for white culture and English lang. BALL- history is recreating a 'mythical age of empire and past glories'
- Selection+ Segregation - GILLBORN- Marketisation gives more space to chose pupils on stereotypes
- Assesments
- Access to Opportunities-TIKLY- black in lower sets and tiers.
- The New IQism
- Ethnocentric Curriculum- TROYNA +WILLIAMS- UK ed ssytem has priority for white culture and English lang. BALL- history is recreating a 'mythical age of empire and past glories'
- Labeling- GILLBORN +MIRZA- in primary black over achieve but at GCSE they under achieve GILLBORN +YOUDELL- teachers has 'racialised expectations', conflict between white teachers and black pupils comes from stereotypes= higher exclusion of black boys, being paced in lower sets.
- EXTERNAL
- Gender Differences
- EXTERNAL
- Feminism- had impact on women's rights and opportunists, affected girls self-image and aspirations
- Perception and Ambitions- SHARPE- 1970=g want 'love, marriage, husbands and kid' , 19990= switch FULLER- g aimed for processional carer to support them selves but w/c with poor prospects have aspirations for marriage etc and attainable traditional identity that offers status.
- Changes In Family- 40% of marriages =divorce, 905 female headed lone families.
- Employment- 1970- Equal Pay Act, 1975 Sex Discrimination act
- INTERNAL
- Policies-GIST + WISE, National curriculam
- Role Models- female teachers= feminines ed= female gender role.
- Coursework
- Teacher Attention- FRENCH- pay more attention to boys cuz they are bad, overall g +b have same attention. FRANCIS- b get more attention but get disciplined more harshly. SWANN- b dominate discussion so g are preferred.
- Selection+ League Tables- Marketisation policy published league tables, schools now chose, b= liability students
- Identity, Class- w'c g underachieve ARCHER- conflict between feminine identities and schools habitues, can either get symbolic capital or ed capital. 1)Hetero heterosexual feminine Identities- school commits symbolic violence 2)Boyfriends 3)Being loud 4)Ladettes
- BOYS UNDER-ACHIEVEMENT
- Literacy- parents read less, don't have a bedroom culture.
- Golbalisation +Decline of traditional men job- less manufacturing industry so b have identity crisis. think have little prospect of getting jobs
- Feminisation Of Schooling- SWELL- b don't do ed cuz it's feminized, don't have masculine traits, little male primary teachers
- READ- male teachers use firm discipline language but also found female teachers also use 'disciplinarian discourse'.
- Lack Of Male Role Models At Home
- Laddish Subculture- FRANCIS- b more concerned about being labelled swots cuz threatens masculine identity EPSTEIN- w/c pro-ed were harassed and called 'gay'
- Policy- Rasing Boys. RINGROSE- moral panic about b ed makes people ignore g problems.
- Gender and Subject Choice- G+B follow gender routes,
- Early Socialization- b get rewarded for being active, g for being passive , BYRNE- teachers encourage boys to be tough g the opposite MURPHY +ELWOOD b read hobby books, g stories
- Gender domains
- Gendered Subject Images
- Gender Identity and Peer Pressure
- Gendered Careers
- Gender Identity and Schooling- CONNELL- ed reproduces 'hegemonic masculinity' fem say that school is an act of social control
- Verbal Abuse- LEES b call g slags, MAC AN GHAIL- anti-ed w/c b reinforce their definitions of masculinity-
- Teachers- HAYWOOD- say to b that they are acting like g
- Double Standards-
- Female peer groups ARCHER- w/c g gain symbolic capital by being hyper-heterosexual. risk being called tramps if not, RINGROSE- **** shaming are social controls of tension between conforming and sexualised identity.
- Double Standards-
- Teachers- HAYWOOD- say to b that they are acting like g
- Verbal Abuse- LEES b call g slags, MAC AN GHAIL- anti-ed w/c b reinforce their definitions of masculinity-
- EXTERNAL
- Role off Education
- Functionalist
- DURKHEIM- 1)promotes social solidarity- transmits shared culture and shows common history to show we have common purpose 2)Prepares for work force
- PARSON- Secondary Socialization- in wider society everyone is treated the same, ed prepares them they are not special- teaches universalistic standards. Meritocracy is based on individual achievement and equal opportunity school is a society in miniature.
- DAVIS+ MOORE- role allocation for their future work cuz some more talented than other etc Human capital theory- modern industrialization is advanced so skills of workforce are main economic assest.
- Evaluation 1)Marxs= values are transmitted by ed not society shared values but r/c's 2)education not merit 3) HARGEAVES- school places more value on competition and developing individuals 3)ed dosent prepare for work no link 4)internationalist- deterministic 5)persons characteristics play bigger role on future.
- New Right- + Neoliberalism
- Neo- state shouldn't provide ed, free market eco encourages competition.
- Similar cuz some are more talented, ed should be merit, ed should socailse.
- Functionalist
- DURKHEIM- 1)promotes social solidarity- transmits shared culture and shows common history to show we have common purpose 2)Prepares for work force
- PARSON- Secondary Socialization- in wider society everyone is treated the same, ed prepares them they are not special- teaches universalistic standards. Meritocracy is based on individual achievement and equal opportunity school is a society in miniature.
- DAVIS+ MOORE- role allocation for their future work cuz some more talented than other etc Human capital theory- modern industrialization is advanced so skills of workforce are main economic assest.
- Evaluation 1)Marxs= values are transmitted by ed not society shared values but r/c's 2)education not merit 3) HARGEAVES- school places more value on competition and developing individuals 3)ed dosent prepare for work no link 4)internationalist- deterministic 5)persons characteristics play bigger role on future.
- Functionalist
- state should still create framework for competition between schools, should still ensure that they transit society culture
- Evaluation- 1)other reasons for school standards improving 2)low standards may be result of little funding 3)GERWIRTZ competition benefits m/c 4)Marxs- ed imposes culture of r/c not shared.
- Marxism
- ALTHUSSER- Ideological state apparatus- r/c have repressive state apparatus + ideological state apparatus so ed have 2 functions reproduction and legitimization
- BOWLES +GINTIS- cap needs workers with the kind of obedient attitudes and submissive personality type that is willing to accept hard work , ed reproduces obidiance there is a similarity between ed and school. Correspondence principle, hidden curriculum, myth of merit, role allocation=no no
- WILLS- learning to labor- rejected Bowls +Gitins, lads don't passively accept r/c ideology. Counter school culture- similar to culture of manual workers thus sexist.
- Marketisation polices result in more direct cap control over ed and ed system provide willing workforce for cap but also makes profit for them
- Evaluation Postmodernis = out of correspondence principle no longer operates, class div not important Feminist- ed reproduces pat too Marixst= e.g. Bowels = Gints and Wills Wills romanticism lads presenting them as w/c heroes.
- Functionalist
- Education Policy
- Tripartite system= 1944 = 11= exam
- Comprehensive system= 1965= abolished 11+, functionalist see it as merit but Marx see reproduction of inequality
- Marketisation became central since 1988 Ed Reform Act, parentocracy supports this
- League tables mean schools can cream skim, funding formula+ more students+ more £. parents choice= GEWIRTZ- m/c privileged choosers, myth of parentocracy.
- Labour 97-10= city academies, ed zone etc.
- Evaluation- contradiction, left private ed untouched, choice just another way of saying inequality,
- Conservative 2010- Neocolonialism and privatization- academies , free schools, fragmented centralization, spending cuts.
- Privatization of ed- ed as privatized commodity- BALL- ed is not public good, becomes profit now. Blurring public/private boundary, gloabisation of Policy Cola-isation of school
- Ethnicity- fisrt wanted to assimilate, now want social inclusion.
- Privatization of ed- ed as privatized commodity- BALL- ed is not public good, becomes profit now. Blurring public/private boundary, gloabisation of Policy Cola-isation of school
- Class Difference
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