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socio paper 3 > education > Flashcards

education Flashcards

1
Q

new vocationalism- conservative policies 1979-1997- YTS

A

introduced in 1980s, training offered NEETS (young people not in education, employment or training) - if young people did not accept this training their benefits were taken away from them

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2
Q

new vocationalism conservative policies 1979-1997- NVQs

A

on the job training, not seen in the same light as academic qualifications. popular with trades jobs

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3
Q

new vocationalism- conservative policies 1979-1997- GNVQs

A

training in key sectors- health and social care, leisure and tourism. enambles students to develop skills for workplace

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4
Q

1988 education reform act- conservative 1979-1997- national curriculum

A

key stages were added in schools to standardise education and ensure a certain level of literacy and numeracy

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5
Q

1988 education reform act- conservative 1979-1997- SATS

A

introduction to standardised testing, tracked the progress and quality of testing

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6
Q

1988 education reform act- conservative 1979-1997- league tables

A

used to assess schools and raise standards, involved marketising schools and giving parents choice to choose their preferred school

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7
Q

1988 education reform act- conservative 1979-1997- OFSTED

A

quality assurance to check the level of education was suitable and to raise standards

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8
Q

labour 1997-2010- new deal

A

aimed at unemployed NEETs who were offered voluntary work for 6 months/job with training or full time education

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9
Q

labour 1997-2010- 14-19 diploma

A

provided and recognised a respected route into further and higher education or direct employment, focuses on different vocational areas

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10
Q

labour 1997-2010- sure start

A

network of organisations set up in 2000 to support lower class/ disabled parents-to-be, parents and children and give them a ‘sure start’

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11
Q

labour 1997-2010- EMA (education maintenence allowance)

A

students from low-income families following post-16 courses at school recieve grants- up to £30/ week

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12
Q

labour 1997-2010- excellence in cities

A

additional funding given to schools in disadvantaged areas. money spent on clubs and equipment

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13
Q

labour 1997-2010- curriculum 2000

A

split the a level into 2 separate courses. AS in 1st year and A2 in 2nd year giving ppl chance to leave after 1st year. new subjects added to a level

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14
Q

labour 1997-2010- city academies

A

‘failing’ schools were given opportunity to have academy status and gain extra funding from sponsors

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15
Q

labour 1997-2010- embedding of literacy and numeracy

A

developed skills, prepare for workplace, raise standards

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16
Q

coalition 2010-2015- introduced apprenticeships

A

ability to ‘earn whilst you learn’ , trained in ‘skills employers want’

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17
Q

coalition 2010-2015- changes to GCSE and a level reform

A

moved away from coursework and a levels taken at end of 2 years- removal of AS level

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18
Q

coalition 2010-2015- inreoduction of the EBacc

A

english, maths, sciences, geography or history and a language

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19
Q

coalition 2010-2015- phonics and modification of SATs

A

focus on raising standards of literacy and numeracy

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20
Q

coalition 2010-2015- proposal of expansion of academies

A

‘outstanding’ schools could now become academies, raised standards as institutions strived towards this

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21
Q

coalition 2010-2015- intro of free schools

A

opened in areas ‘where they are needed’. state funded and set up by parents + teachers

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22
Q

coalition 2010-2015- proposed expansion of grammar schools

A

revival of grammar schools to raise standards

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23
Q

coalition 2010-2015- pupil premiums

A

allocated to children in low-income families, money given directly to schools to support students

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24
Q

coalition 2010-2015- increase in HE fees

A

increased to 9k/ year in 2012 to raise standards

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25
Q

conservative 2015 on- expansion of apprenticeships

A

full-time paid jobs with training

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26
Q

conservative 2015 on- expansion of grammar schools

A

‘revival’ and expansion of grammar schools- raise standards and increase choice

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27
Q

conservative 2015 on- expansion of academies

A

schools labelled as ‘oustanding’ given academy status

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28
Q

conservative 2015 on- expansion of free schools

A

theresa may vowed to build 140 more free schools but this did not occur

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29
Q

conservative 2015 on- GCSE grading system

A

1-9 grading system introduced, less coursework and more challenging exams

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30
Q

conservative 2015 on- mass changes to linear A levels

A

exams now taken at end of 2 years, removal of AS level

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31
Q

conservative 2015 on- further increase of tuition fees

A

minimum of £9,250 a year

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32
Q

conservative 2015 on- continuation of pupil premium

A

funding available for low income families

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33
Q

conservative 2015 on- additional COVID funding

A

funding provided by govt to provide catch up sessions to those with learning gaps

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34
Q

NEEDS OF ECONOMY- conservative 1979-1997

A
  • new vocationalism
  • 1988 education reform act
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35
Q

NEEDS OF ECONOMY- labour 1997-2010

A
  • 14-19 diploma
  • new deal
  • embedding of literacy and numeracy
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36
Q

NEEDS OF ECONOMY- coalition 2010-2015

A
  • intro of apprenticeships
  • changes to GCSE and A level curriculum
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37
Q

NEEDS OF ECONOMY- conservative 2015-now

A
  • expansion of apprenticeships
  • mass changes to GCSE/ A level curriculum
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38
Q

DIVERSITY AND CHOICE- conservative 1979-1997

A
  • new vocationalism
    (critique from marxists finn/ green/ cohen)
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39
Q

DIVERSITY AND CHOICE- labour 1997-2010

A
  • city academies
  • curriculum 2000
  • new diploma (2008)
    (their main aim was to create equality)
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40
Q

DIVERSITY AND CHOICE- coalition 2010-2015

A
  • free schools
  • new academies
    (generally free schools were set up by MC parents who understand the system)
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41
Q

DIVERSITY AND CHOICE- conservative 2015-now

A
  • grammar schools
  • academies
  • free school expansion
    (the 11+ test actually determines who gets into grammar schools)
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42
Q

EQUALITY OF OPPORTUNITY- conservative 1979-1997

A
  • 1988 educational reform act
  • new vocationalism
    (marxists finn/ green/ cohen)
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43
Q

EQUALITY OF OPPORTUNITY- labour 1997-2010

A
  • compensatory education
  • new deal
  • raising of leaving school age
    (coalition critiqued spending and retracted funding of EMA and sure start)
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44
Q

EQUALITY OF OPPORTUNITY- coalition 2010-2015

A
  • pupil premium
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45
Q

EQUALITY OF OPPORTUNITY- conservative 2015-now

A
  • continuation of pupil premium
  • additional covid funding
    (gist/ wise- coursework creates more opportunities for girls)
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46
Q

RAISING STANDARDS- conservative 1979-1997

A

-1988 educational reform act
- new vocationalism

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47
Q

RAISING STANDARDS- labour 1997-2010

A
  • literacy and numeracy
  • city academies
  • curriculum 2000
  • excellence in cities
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48
Q

RAISING STANDARDS- coalition 2010-2015

A
  • free schools
  • proposal of expansion of academies
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49
Q

RAISING STANDARDS- conservative 2015-now

A
  • continuation of academy expansion
  • GCSEs and linear A levels
  • grammar schools
50
Q

marxism- athusser

A
  • education doesn’t transmit common values
  • it is an ideological state apparatus designed to maintain, legitimise and reproduce class inequalities
  • does this by transmitting ruling class values disguised as common values
    subconsciously transmitted through ideological control, creating ‘false class conciousness’
51
Q

marxism- bowles and gintis

A
  • correspondence theory- what you learn in school prepares you for exploitation in the workplace
  • hidden curriculum creayes a subservient workforce who are docile and obedient, accepting hierarchy and are motivated by external rewards
52
Q

marxism- bowles and gintis

A
  • correspondence theory- what you learn in school prepares you for exploitation in the workplace
  • hidden curriculum creayes a subservient workforce who are docile and obedient, accepting hierarchy and are motivated by external rewards
53
Q

marxism- willis

A
  • ‘learning to labour’
  • ‘lads’ have anti school subcultures which leads to shop floor culture
54
Q

marxism- rikowski

A

education has become global commodity

55
Q

marxism- bourdieu

A

cultural capital benefits the middle class

56
Q

marxism- finn

A

vocational education is used to make young people employable in terms of making sure they have right attitudes for low-paid, low-skilled work

57
Q

marxism- cohen

A

vocational qualifications deskill workers and foster ‘good attitudes’

58
Q

marxism- green

A

vocational courses teach ‘basic’ skills

59
Q

functionalism- durkheim

A
  • education teaches social solidarity and value consensus, social rules and values
  • education provides skills for a specialist division of labour
  • education is meritocratic
60
Q

functionalism- parsons

A
  • education provides a bridge from family to wider society
  • helps us move from Particularistic values of the family to Universalistic, shared values of society
61
Q

functionalism- davies and moore

A
  • role allocation- linked to social stratification
  • high rewards and incentives given to the most skilled jobs ensures that those with skills work hard to take roles
  • education sorts, sifts and grades people in terms of ability
62
Q

feminism- skelton

A
  • argues that the hidden curriculum passes on patriarchal ideologies
  • teachers label girls as passive
63
Q

feminism- kelly

A

science packaged as a boys subject

64
Q

feminism- heaton and lawson

A

patriarchal curriculum prepares students for patriarchal world of work, preparing girls for subordinate roles in society

65
Q

feminism- colley

A

subject choices of students are based on
- perception of gender roles
- subject preferences
- learning environment

66
Q

postmodernism- usher, bryant and edwards

A
  • point to increasing diversity, choice and change that is needed to meet demands of contemporary society
  • education can be used to influence identity and argue that education can play a big part in this
67
Q

interactionism- becker

A
  • middle class students labelled as the ‘ideal student’ meaning they’re more likely to achieve
  • working class students do not have the appearance of the middle class meaning they’re labelled as less likely to achieve- self-fulfilling prophecy
68
Q

interactionism- keddie

A

researched A and C streamers
- A streamers were labelled more positively and were trusted to work alone and do more- leads to self-fulfilling prophecy

69
Q

interactionism- hargreaves

A

teachers label students in 4 stages:
- speculation= initial guess ab student
- working hypothesis= teachers develop theories
- elaboration= ‘hypothesis’ tested in classroom
- stabilisation= teacher sticks to labels

70
Q

interactionism- abraham

A

dominant class and gender ideologies of society are promoted in education by teachers who subconciously label students

71
Q

liberal thinkers- illich

A
  • education should be to develop students as human beings
  • education should give students more choice over what they learn
72
Q

liberal thinkers- A.S. neil’s summerhill school

A
  • an example of a school which gives students more choice over their education
  • students develop a timetable and take part in meetings
  • students develop a range of skills
73
Q

new right thinkers

A
  • education system should operate on same principles as market (marketisation)
  • schools should respond to what consumers want (parentocracy)
  • a market-led system will make education more accountable and save tax payers’ money
74
Q

social democratic thinkers- halsey

A

education doesn’t provide equality and criticise grammar schools saying they benefit the middle class

75
Q

social democratic thinkers- new labour (1997)

A

govt should take measures to bring about greater equality of opportunity by intorducing compensatory measures like EMA and sure start

76
Q

global inequalities- garrod

A
  • Malala Yousafzai case study- illustrates lack of access to education for girls due to cultural/ religous factors
  • there is an educational gap in attainment between those in rural and suburban areas
77
Q

global inequalities- the education monitoring report

A

95% of 3-7 year olds were enrolled in school in Belarus (europe) compared to just 20% in Ethiopia

78
Q

global inequalities- UNESCO

A

reasons for poorer countries having restricted opportunities for girls:
- constraints within families
- constraints within society
- policies of school system
- benefits of education

79
Q

global inequalities- filmer

A

poverty is most significant factor holding students back. in Somalia, 53% people have never attended school

80
Q

social class INSIDE factors- interactionist

A
  • becker- MC students labelled as ideal
  • keddie- A and C streamers
  • hargreaves- teacher labelling
  • abrahams- dominant ideologies promoted by teachers
81
Q

social class INSIDE factors- pupil subcultures/ labelling

A
  • hargreaves- top streams praised, lower streams have anti-school subcultures
  • mac an ghail
  • willis
82
Q

social class INSIDE factors- marxists

A
  • althusser- education is ‘ideological state apparatus’
  • bowles and gintis- ‘correspondence theory’
83
Q

social class INSIDE factors- functionalism

A
  • davies and moore- education helps to sift and sort, it’s meritocratic
  • durkheim- education prepares us for ‘specialist division of labour’
84
Q

social class OUTSIDE factors- new right

A
  • eysenck- the WC are innately less intelligent
  • hernstein and murray- 60-80% of intelligence is genetically based
85
Q

social class OUTSIDE factors- material factors

A
  • smith + noble- WC face ‘financial barriers to learning’- can’t afford travel/ resources
  • raey et al- economic capital needed for cultural capital
  • callender + jackson- fear of debt is highest among UK
86
Q

social class OUTSIDE factors- cultural factors

A
  • douglas- MC parents more likely to encourage progression
  • bernstein- language students use affects ability. WC= restricted code, MC= elaborate code
  • sugarman- WC subcultures characterised by fatalism/ immediate gratification/ present time orientation/ collectivism
87
Q

social class OUTSIDE factors- marxist explanations

A

bourdieu- MC have more cultural capital and can contextualise their learning

88
Q

ethnicity INSIDE factors- interactionist

A
  • gillborn
  • jasper
89
Q

ethnicity INSIDE factors- institutional racism

A
  • gillborn
  • jasper
  • mirza
  • mac an ghail- black boys responded strongly to being labelled
90
Q

ethnicity INSIDE factors- flaws in education system

A
  • abbott- agrees w/ coard and argues that black history month isn’t enough for equality
  • coard- national curriculum is ethnocentric, focuses on white culture/ history
91
Q

ethnicity OUTSIDE factors- new right

A
  • hernstein and jensen- black ppl have a lower IQ
  • eysenck- what children take out of school is proportional to what they bring in (IQ)
  • rushton- Asian and European women have larger hip sizes so therefore larger brains than black women
92
Q

ethnicity OUTSIDE factors- material factors

A
  • hendessi- poverty, cultural norms are key factors in underachievement of Bangladeshi and Pakistani students
  • sewell- black boys are generally financially deprived due to matriarchal backgrounds
  • smith + noble- many ethnic minorities face ‘financial barriers to learning’
93
Q

ethnicity OUTSIDE factors- cultural factors

A
  • driver + ballard- british-indian families place great value on their children’s education
  • archer and francis- british-chinese parents take stronger role in developing children’s academic success
  • bolognani- ‘myth of return’- Bangladeshi/ Pakistani students attached to religious commitments so teachers label them as unfocused
94
Q

ethnicity OUTSIDE factors- language barriers

A

modood et al

95
Q

ethnicity OUTSIDE factors- norms + values

A
  • sewell- black culture leads to lack of achievement
  • hendessi- family and cultural norms are key factor in underachievement
96
Q

IMPROVEMENTS in girls achievements- changes in attitudes

A
  • sharpe- girls aspirations have changed from 70s-90s
  • francis + skelton- majority of girls researched saw their future in workplace
  • beck- girls are more ‘individualised’ and focus on own needs more
  • burns + bracey- girls put more effort into homework
97
Q

IMPROVEMENTS in girls achievements- equal opportunity programmes

A
  • mitsos + brown- equal opportunity programmes have improved things for girls
  • equal pay act (1970)
  • sex discrimination act (1975)
  • gist/ wise- initiatives aimed to get girls into traditionally ‘masculine’ subjects
98
Q

IMPROVEMENTS in girls achievements- feminisation of the workplace

A
  • mac an ghail- traditional manual labour jobs have gone
  • mitsos + browne- manual labour jobs have been replaced with service sector work
99
Q

IMPROVEMENTS in girls achievements- changes in education system

A
  • ERA 1988- introduction of coursework subjects
  • gist/ wise- initiatives aimed to get girls into ‘masculine’ subjects
100
Q

IMPROVEMENTS in girls achievements- feminism

A
  • sharpe- girls aspirations changed from 70s-90s
  • mitsos + browne- feminism has raised expectations and self esteem meaning women are likely to aspire for more
  • arnot- teachers are positive female role models in secondary schools
  • equal pay act 1970
  • sex discrimination act 1975
101
Q

IMPROVEMENTS in girls achievements- girls socialise in bedrooms

A
  • mcrobbie
  • oakley- feminine traits are conductive to learning
102
Q

explanations for boys UNDERACHIEVEMENT- feminisation of workplace

A
  • mac an ghail- deindustrialisation
  • mitsos + browne- manual labour jobs have been replaced w/ service sector work which benefits girls
103
Q

explanations for boys UNDERACHIEVEMENT- culture of masculinity

A
  • sewell
  • jackson
  • frosh et al- boys at risk of being labelled as ‘gay/ pussies’ if they work hard at school
104
Q

explanations for boys UNDERACHIEVEMENT- boys disrupt classes

A
  • willis
  • jackson
  • sewell
  • mitsos + browne- teachers allow boys to be disruptive
  • hargreaves- boys in lower streams
105
Q

explanations for boys UNDERACHIEVEMENT- boys socialise outdoors

A
  • mcrobbie + oakley- girls socialsied in home
  • sewell + jackson- boys socialise outside which isn’t conductive to learning
106
Q

explanations for boys UNDERACHIEVEMENT- attitudes of boys

A
  • mitsos + browne- research suggests boys overestimate their abilities then under achieve
  • francis- unrealistic career aspirations
  • connolly- WC boys have ‘odd’ ambitions for future careers
107
Q

explanations for boys UNDERACHIEVEMENT- teacher labelling

A
  • mitsos + browne- teachers more lenient doing boys a disservice
  • epstein, skelton + francis- boys provided w/ explanations for underachievement e.g. ‘poor boys’
  • gillborn- teacher labelling of black boys
108
Q

wragg

A

‘victorian railway carriage’- 3 classes of schools
1st class- eton and oxbridge
2nd class- grammar schools + RG unis
3rd class- ‘good’ or ‘failing’ schools and ‘other’ unis

109
Q

thompson (marxist)

A

the function of youth training was to produce a RAOL

110
Q

gerwitz (marxist)

A

working class are disconnected school choosers

111
Q

byrne

A

migrants have less knowledge and support when choosing schools

112
Q

MARXISM

A

the role of education is to prepare us for the capitalist world of work by passing on ruling class culture/ ideologies that prepare us for exploitation

113
Q

FUNCTIONALISM

A

the role of education is to prepare us for the meritocratic world of work/ culture of society by teaching us shared norms + values

114
Q

FEMINISM

A

the role of education is to prepare us for the patriarchal world of work by teaching us to accept patriarchal ideologies/ culture

115
Q

FEMINISM

A

the role of education is to prepare us for the patriarchal world of work by teaching us to accept patriarchal ideologies/ culture

116
Q

POSTMODERNISM

A

suggests that the role of education SHOULD be to offer choice and diversity but it currently does not

117
Q

INTERACTIONISM

A

don’t directly discuss the ROLE of education but aim to explain the consequences of labelling carried out by teachers

118
Q

LIBERAL THINKERS

A

suggests that the role of education SHOULD be to develop individuals rather than focusing too much on the economy

119
Q

NEW RIGHT THINKERS

A

the role of education should be to meet the needs of the economy by ensuring standards are raised

120
Q

SOCIAL DEMOCRATIC THINKERS

A

the role of education SHOULD be to provide equality of opportunity but they say it currently DOES NOT do this. influence the Labour party policies

socio paper 3 (2 decks)

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