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Sociology Education > Marxism > Flashcards

Marxism Flashcards

1
Q

Outline traditional marxist beliefs

A

Class conflict - 2 classes
Capitalist own means of production
Threatens stability if capitalism and revolution
Social institutions reproduce class inequalities

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2
Q

What was Althussers concept

A

Ideological state apparatus

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3
Q

What is the repressive state

A

Protects capitalist interests when necessary state uses force e.g. Police, army, courts

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4
Q

What is the ideological state apparatus

A

Controls peoples ideas, beliefs, values. Includes education

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5
Q

How does Althusser argue educations role is the ideological state apparatus

A 
Reproduces class inequality - failing each w.c. affecting life chances ensuring in same jobs 
Legitimises class inequality - ideologies disguise true cause, inequality inevitable, failure fault of individual. Affects what they believe and how they respond
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6
Q

Who argues role of religion is to reproduce obedient work force

A

Bowles and Gintis

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7
Q

How does education produce obedient workforce

A

Capitalism needs obedient, submissive personalities, willing work hard, low pay and authority
Need reproduction, believe it is inevitable, achieve this successive generations need ideas firmly planted in minds - function education
Close correspondence between schools and workplace - ready to accept capitalism

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8
Q

What is the correspondence principle

A

Education mirrors that of work

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9
Q

What are the 5 ways education mirrors the workplace

A 
Alienation
Hierarchy
Extrinsic satisfaction 
Fragmentation of knowledge 
Competition
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10
Q

How is alienation in school reflected in the workplace

A

School - pupils’ lack control over education

Work - workers’ lack control over production

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11
Q

How is hierarchy in school reflected in the workplace

A

Schools - head > teachers > pupils

Work - boss > supervisor > hierarchy

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12
Q

How is extrinsic satisfaction in school reflected in the workplace

A

School - rewards of qualifications rather than interest in subject
Work - reward of pay not satisfaction of job itself

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13
Q

How is fragmentation of knowledge in school reflected in the workplace

A

School - into unconnected subjects

Work - small, meaningless tasks

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14
Q

How is competition in school reflected in the workplace

A

Schools - divisions among pupils

Work - divisions among workers - differences in status and pay

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15
Q

Who researches into the hidden curriculum

A

Bowles and Gintis

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16
Q

What is the Hidden Curriculum

A

How correspondence principle operates - lessons learnt in school without directly being taught
Normal way to think

17
Q

Who researched into Myth of Meritocracy

A

Bowles and Gintis

18
Q

What is the purpose of myth of meritocracy

A

Idea although untrue designed to create particular way of thinking - justify inequality

19
Q

Outline myth of meritocracy

A

Prevents recognising exploitation and rebelling. Produces ideologies explain why inequalities fair/inevitable

20
Q

Who do functionalists say about myth of meritocracy

A

Education and work meritocratic everyone has equal opportunity to achieve
Those gain highest rewards deserve them as most able and hardworking

21
Q

What do Bowles and Gintis say on myth of meritocracy

A

Reality based on class background. Promoting untrue idea rewards based on ability, helps persuade workers to accept inequality and subordination as legitimate

22
Q

What do Bowles and Gintis say on Role Allocation

A

Rejection functionalist claim education allocates most talented meritocratically to most important/best rewarded roles
Research found most obedience conforming students rewarded not non-conformist or creative

23
Q

Who researched into learning to labour

A

Willis

24
Q

What concept of Bowles and Gintis does Willis reject

A

Correspondence principle

25
Q

What sample did Willis use

A

Used qualitative methods study counter-school culture of ‘the lads’ 12 w.c. Boys as they made their transition school to work.

26
Q

What was Willis’ Learning to Labour

A

Rather than passively accepting r.c. Myth of meritocracy may resist, partially seeing through ideology
Counter school culture lads formed oppose school flouting rules e.g. Smoking
Acts defiance way if resisting schools authority

27
Q

How is shop floor culture similar to Willis’ Learning to Labour

A

Lads identify strongly with male manual work and see themselves as superior to girls and conformist pupils aspiring to non-manual jobs

28
Q

Evaluation of Willis’ Leaning to Labour

A 
Irony resisting schools ideology, guarantees they will fail, ensuring they end up in manual work capitalism needs someone to perform.
Resistance ends up reproducing class inequality
29
Q

Why do Marxists believe business and education mix

A

Recent educational policies UK make their role education more relevant
Marketisation policies e.g. Privatisation educational services, state sponsorships schools (academies) result more direct capitalist control.
Functions provide willing workforce for capitalism, whilst doing so increasingly making profits for capitalism

30
Q

Positive evaluation of Marxism

A

Exposed myth of meritocracy

Shown how education serve interests capitalists

31
Q

How do post modernists criticise marxists

A

Out of data, correspondence principle no longer operates - or at least very simplistic
Class divisions no longer important, economic system more diverse and fragmented
Where marx sees inequality, really diversity and choice

32
Q

How do feminists criticise

A

School reproduces patriarchy
McRobbie: females absent Willis’ study
However willis’ research did lead to further research into gender

33
Q

What do Marxists disagree with one another

A

How reproduction and legitimation took place.
Bowles and Gintis - deterministic, passively accept
Willis - pupils may resist but still end up in w.c. Jobs

34
Q

Why is Willis criticised for being over romantic

A

Presented ‘the lads’ as heroes, despite being anti school and sexist attitudes
Sample 12 boys unrepresentative

Sociology Education (6 decks)

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