role of education

Question 1

what does education do for us?

Answer 1

-skilled workforce built
-practical skills taught
-helps intellectual development
-basics taught e.g literacy, numeracy
-lang for communication
-norms and values taught
-socialise and create bonds

Question 2

what is the purpose of education?

Answer 2

-meets needs of insidtrial economy
-prepare children to be engaging and collabrative

Question 3

is education achieving the purpose?

Answer 3

not rlly- only teaches how to memorise to pass exam

Question 4

issues with education?

Answer 4

-putting ppl in grp and label them to be the same
-not putting alot of attention on those struggling
-too much reading and writing(demotivates)
-not creative enough
-mainly acdemics
-do what ur told
-doesnt teeach how to be good citizen

Question 5

what is functionalists key ideas?

Answer 5

-society is like human body - all bits interlink and work together
-society normalised in norms and values by diff institiutons

Question 6

who are the functionalists?

Answer 6

durkheim(norms and values), parsons(values and socialistaion), davis and moore(job allocation)

Question 7

what ideas does durkheim present of education?

Answer 7

-prepares the kids for adult life
-transmit norms and values(key functional prerequisite)
-social soldarity
-teach knowledge and skills

Question 8

what ideas does parsons present in education?

Answer 8

-secondary socilaisation- takes over as kids get older from families
-bridge between particularisitc and universalistic values- to achieve meritocracy
-judged by universalstic
-achieve staus not given
-meritocracy nature of society

Question 9

evaluate durkheim and parsons

Answer 9

-multi cultural society so more than one set norms and values
-only acdemic subjects in schl no specialist knowledge taught
-too positive ignore bullying

Question 10

what did davis and moore say about education?

Answer 10

-allocate roles for adult life
-sorts pupils into roles reflecting their talent and ability
-most talented and hard working = most rewarded w good jobs
-high paid jobs and high status is the reward
(meritocractic sytem)

Question 11

what does schultz say on education?

Answer 11

• high level spending on eductaion to imporve ppls knowledge
  -high lvl human capital = successful economy
  -eductaion = meet economy needs
  -treained, qualified and flexible workforce
  -range of jobs arising from specialised division of labour

Question 12

evaluate davis and moore?

Answer 12

• not all important jobs are well rewarded e.g teachers and nurses
  -well rewarded jobs important e.g footballers are well payed.

Question 13

whats the new rights perspective on education?

Answer 13

(a conservative party)
-reward the hardworking
-prepare young people to work
-socialise young ppl in competition
-create sense of national identity

Question 14

why are the new rights parlty different to the functionalists?

Answer 14

-dont believe functions are being achieved
-ed is being ran by gov
-they ignore local needs and pupils and parents
-even w bad results teachers continue being paid

Question 15

how do the new right think problems in ED can be solved?

Answer 15

-marketise ED
-schls should compete w eachother for pupils
-have to try and improve and be the best they can to attract pupils

Question 16

how have schools been providing pupils & parents w autonomy?

Answer 16

-ofstead report
-exam results
-open days
-website

Question 17

recent changes in ED that reflect new right ideas?

Answer 17

-made GCSES and ALEVELS harder
-expand apprentiship scheme (ensure young people prepared for careers)
-promote british values - democracy, respect, rule of law
-chocie of schls - free schools & academy

Question 18

who are the marxists?

Answer 18

bowles and gintis(hidden curriculum), rikowski(ed is business like) and althusser(working class vs middle class), willis(the lads) and Illich

Question 19

key ideas of the marxists

Answer 19

-dislike capitalism= creates inequalities
-bourgeoise(upper class) has conflict with proletariat(working class)
-upper class advatged e.g private schls and tuition
-expolited due to low pay
-higher class more encourgaed
-teaches norms and values e.g meritocracy

Question 20

how can marxs ideas on economics be relevant to ED?

Answer 20

-product of inequal class found in economic base
-institiutions in superstructure feed to the dominant class

Question 21

how are young people manipulated in ED?

Answer 21

-learn to conform to auhtority
-expect eductaional failure

Question 22

how to capitalists benefit from ED?

Answer 22

-ED transimist capitalist ruling class ideology
-children consumed by way of ‘doing and thinking’

Question 23

what is cultural capital?

Answer 23

-broad vocab
-standard english
-experience galleries & musuems

Question 24

how does cultural capital benefit kids in ED?

Answer 24

-high grades & positive reinforcement
-rewarded for cultural capital - secure educational and economical capital

Question 25

what does bowles and gintis say pupils learn?

Answer 25

-teachers promote hidden curriculum
-time keeping and rules
-students adjust to behavior and attitudes

Question 26

how does willis contrast w bowles and gintis?

Answer 26

-unstructured interview, hanging around the school in the midlands
-children often colluded their own ED by breaking rules and challenging teachers

Question 27

how is school similar to the workplace?

Answer 27

-rewarded or punished to be created into certain traits
-motivated by grades/ by wages
-broke into abilites/ specialist functions in factory

Question 28

why might bowles and gintis ideas not be very relvant anymore?

Answer 28

-employers more attracted to those w knowledge and skills

Question 29

how did Rikowski say ED was part of capitalist economy?

Answer 29

-transformed into commodiites w aim of producing profit
-uni admissions are bussiness like
-uni admission fees
-high ED- students choose best deal
-unis compete to attract high end customers

Question 30

whats Althusser’s view on ED?(marxist)

Answer 30

• 1st function= reproduce class inequality
  -ED is for the middle class= they thrive bc they are advantaged by their cultural and economic capital
  -2nd function= legitimate class inequality(made to seem okay)
  -teaches norms and values so working class accpet their position in society
  -believes meritocracy is a myth
  -ED is a “ideological state appartus”

Question 31

evaluation on Althusser?

Answer 31

-working class can be part of upper class e.g Alan sugar
-no research evidence to support his claims

Question 32

what did Illich say on ED? (marxist view)

Answer 32

-socialise children to accpet in equality
-doesnt teach children to have critical thinking
-those who dont conform are excluded from success

Question 33

what do bowles and gintis say on ED?(marxist)

Answer 33

-produce workers who can be exploited
-working class taught values, attitiudes and be easily exploited and accept low apy
-does this by hidden curriculum
“corespondence princple”- what we learn at schl corresponds to workplace

Question 34

evaluate bowles and gintis

Answer 34

-not everyhting learn teaches us to be exploited - e.g politics, sociology(can question the system)

Question 35

what does willis say on ED?(marxist)

Answer 35

-studied grp of 12 boys
-focus grp,overt
-the lads
-has little value to the aim of schl
-wanted to be free from schl env
-wanted to work quickly
-classic workplace culture (sexism, lack of authotity respect)
-actively reject school
- end up in working class jobs if ur disobedient

Question 36

evaluate willis?

Answer 36

-opposite to bowles and gintis as they say students are prepared to be easily expolited and dont challenge it
-not reprsentative only small number studied
-see it today w ppl bunking

Question 37

Bowles and Gintis correspondence princple

Answer 37

schools- hierarchies e.g head teacher, head of dep, teacher, assistant
work-boss, ceo, manager

schools- teachers hv staff room- students cant enter, teachers comfy chairs
work place - boss hv office, better chairs

schools- obey w/o question or penalised
work- obey or fired

schools-rewards e.g interesting lessons
work- days off, promotion, high pay

schools-students hv to break off from unfinished tasks
work-bell ring for break/lunch

schools - high schls superivse students
elite schl- students trusted to behave
work- managers supervise
high status more freedom

school-punished for lateness
work- warnings, deduct pay

Question 38

what is vocational ED?

Answer 38

-TEACH skills for particualr job
SCHULTZ helps developement of human capital

Question 39

examples of vocational ED?

Answer 39

• WORK EXPERIENENCE
  -btec
  -tlevels
  -english GCSE re sit

Question 40

functionalist view on voc ED?

Answer 40

-create skilled workforce
-helps prepare kids to meet needs of ECO
-develop human capital

Question 41

marxist view on voc ED?

Answer 41

-Serves capitalist society
-can lead to exploitation
-work experience provides free labour
-lower status then academic

Question 42

what do feminists believe ab ED?

Answer 42

ED system is male dominated and reinforce patriarchy

Question 43

exmaples of feminists ideas?

Answer 43

-more male principles in schls
-curriculum more focused on male achievements
-girls still called ‘slags’ and ‘sluts’ to reinforce gender norms - LEES
- girls subejcted to ‘male gaze’
-suffer sexual harassment

Question 44

evaluate feminist perspective?

Answer 44

-teachers pay more attention to girl dress code
-boys asked to do more heavy tasks e.g moving chairs
-girls do better than boys in GCSEs
- more encouragement to girls then boys(BECKER)

Question 45

statistics in ‘when kids abuse kids’

Answer 45

-4603 cases (2013-2017)
-225 rapes
-200,000 cases a year of child sexual abuse
-a 6y/o suffered digital rape and coudlnt sit
-rapists under age dont suffer a criminal reponsiblity bc theres no ‘register’ as theres no ‘crime’

Question 46

post modernist ideas on ED?
(TLEVELS)

Answer 46

-ED shld meet needs of rapidly changing glocal ECONOMY
-Tlevels intro:
equivalent to 3 alevels
2 year course colab w employers
mixed learning and experience
diff subject areas e.g beauty, health

Question 47

what more do postmodernists say?

Answer 47

-ED has become a consumer product itself
-UNiversities are opening campuses in diff countries e.g dubai, malta
-Rikowski says ED has become capitalised, privatised
-ED can help shape our identities e.G USHER says people may use adult course for this purpose - italian classes to appear sophisticated

Question 48

1.what is value consesus?
2.what is social mobility?
3.what is functionalist prerequisites?

Answer 48

1.shares some values and norms(agreement)
2.movement of individuals up or down class ladder
3.basic needs which shld be met for society to survive

Question 49

4.particulartstic standards?
5.universalstic standards?
6.meritocracy?

Answer 49

4.standards appplied to an individual
5.applied to everyone regardless
6.jobs allocated based on talent, skills- then rewarded

Question 50

7.social solidarity?
8.human capital?
9.hidden curriculum?

Answer 50

7.feeling a part of sm
8.having skills making u valuable to employers
(more qualifications= more human C)
9.things u learn in schl not part of official curriculum e.g respect,values

Question 51

10.the division of labour?
11.eqaulity of opportunity

Answer 51

10.divided work into large number of specilaised tasks
11.everyone has equal chance of developing skills regardless gender, class

Question 52

(new right key words)
12.marketisation?
13.competition?

Answer 52

12.schls operate on free market and compete for customers
13.schls compete for pupils insintiuates them to raise standards

Question 53

(marxists key words)
14.capitalism?
15.false consciousness?

Answer 53

14.everyone makes as much money as they can & gov control limited
15.workers not aware of true position(exploited)

Question 54

16.repressive state appartus?
17.ideological state apparatus?

Answer 54

16.institiution which force rule of bourgeoise e.g police, army
17.enforce bourgeoise by transmitting their ideas/beliefs

Question 55

18.habitus?
19.cultural capital?
20.correspondence princple?

Answer 55

18.set of ideas of ruling class are rewarded in ED system
19.advantage in terms of knowledge, lit, music, art etc
20.correspond to what we need to accept to be exploited in workplace

Question 56

21.hegemony?
22.hegemonic control?
23.subculture?

Answer 56

21.dominance of ruling class and their ideas
22.working class controlled by ruling class ideas
23.grp w diff norms and values then mainstream cultures

Question 57

24.anti schl culture
25.vocational ED
26.NEET
27.globalisation

Answer 57

24.opposition to mainstream e.g norms and values - willis and the lads
25.ED that leads to learning particular skills for jobs
26.not in education/employment or training
27.growing interconnectdness, communication, culture (ED teaches ppl to compete in global economy)