Education + views (of cont debates) - ideologies Flashcards
Education - general
- general (2)
- edu to functionalism (4)
Summarised: varying ideologies make creating real change difficult. Changing governmental policies and philosophies worsen this issue. Debates on the level of freedom, educational autonomy and support are highly contested.
General:
1. Primary and secondary socialisation, nature v nurture debate links to education
2. Various factors influence educational outcomes. Subjectivity and relative elements complicate what the ‘right’ choices are, and motivations from person to person
Education to Functionalism:
1. Durkheim (1845) > functionalist - stressed shared values, beliefs; social solidarity. Industrial societies warrant prioritising of educational institution, provide ‘specialist skills’ to handle the division of labour, and promote ‘shared values’. Criticisms: dated view (globalisation), meritocracy (disadvantage/bias), some values/beliefs may do more harm than good (view by Marxists, postmodernists, feminists, new right)
2. 1970s onwards, FU deemed ‘dated’; but new growth due to concerns about education (e.g. seen by Labour’s (2002) policy of citizenship education; the state of free schools, e.g. Al Madinah school)
3. EG: Parsons (1961) > US functionalist: emphasises increasing pressure of education to bridge gap between ‘particularistic’ (subjective, small-scale)/’universalistic’ values. Argued the key values to learn at school are: ‘individual achievement’, ‘equality of opportunity’, ‘role allocation’ (supported by functionalists Davis, Willbert and Moore 1945)
4. EG: concerns about UK’s educational structure: Crick (1998) ‘..young people must develop an understanding of democracy’, Woodhead (1999) ‘academic basics should not be sacrificed at the behest of political literacy’
Education to Marxism
- general (5)
- edu view (2)
- socs (19)
- studies (5)
General:
1. Karl Marx (1883), Friedrich Engels (1895)
2. capitalist society profits on class-based inequality
3. bourgeoisie (ruling class) vs proletariat (labourers)
4. ideologies, distraction, consumerism, materialism further solidify societal structure
5. ‘alienation’, ‘appropriation’, ‘praxis’, ‘creative labour’
Edu view:
1. current educational system’s major/sole purpose is to create new workers, social condition them to maintain ‘status quo’ and continue to unknowingly/knowingly support class inequality and discrimination of the masses.
2. additionally, issues of privatisation, the free market, capitalist societal structure and the commodification of people are all major issues to marxists, and should be completely eradicated.
Socs:
- (19) Grunberg (1861), Labriola (1843), Althusser (1972), Boudieu (1990), Williams (1978), Freire (1968), Bowles (1950), Marcuse (1960), Anyon (1981), Apple (1942), Giroux (1956), Bowles and Gintis (1976), Olin Wright (1998), Cole (1996), Rikowski (2001), McLaren (1994), Hill (1996), Carpenter (2005)
Example studies (5):
1: “Reproduction in Education, Society, and Culture” by Bourdieu and Passeron (1970): Education perpetuates social inequalities by favouring privileged students with cultural capital, while working-class students face disadvantages.
2: “Schooling in Capitalist America” by Bowles and Gintis (1976): Education reproduces social and economic inequalities by preparing students for specific roles in the capitalist economy and promoting compliance with authority.
3: “The Hidden Curriculum and the Nature of Work” by Apple (1979): Education imparts not only knowledge but also values that reinforce dominant ideologies, perpetuating social inequalities.
4: “Pedagogy of the Oppressed” by Freire (1970): Traditional education perpetuates oppression, and a liberatory pedagogy empowers students to critically engage with and transform their social realities.
5: “Education and the Working Class” by Rodney (1972): Education often reproduces the subordination of the working class, hindering upward mobility and prioritising the needs of the ruling class.
Education to Social Democratic approaches
- general (4)
- socs (12)
- edu view (2)
- studies (6)
General
1. based on Marxism; supports a gradualist, reformist, democratic approach to socialism, usually under a social liberal framework.
2. thinkers: Rosa Luxemburg, Eduard Bernstein, Karl Liebknecht, Karl Kautsky.
3. influenced UK gov policies 1944-1979.
4. argue educational opportunities ought to be a right provided by the state.
Socs:
- Halsey et al. (1980), Burawoy (1947), Therborn (1941), Lareau (1948), Swyngedouw (1956), Rowbotham (1943), Frase (1990), Wright (1987), Sassen (1993), Wacquant (1991), Folbre (1976), Wilkinson (1989)
Edu view:
1. current edu system in need of substantial changes, specifically to alleviate issues of discrimination and marginalisation for minorities and subcommunities.
2. inequality and lack of support for the disadvantaged is more important than the privatisation and prioritising of the financial gains/sacrifices in society.
Example studies:
1: “Manufacturing Consent: Changes in the Labor Process Under Monopoly Capitalism” by Michael Burawoy: This study examined the experiences of workers in a capitalist setting, illustrating how labour processes are shaped by capitalist relations and power dynamics.
2: “From Marxism to Post-Marxism? Göran Therborn and the Marxist Tradition” by Göran Therborn: This work critically engaged with Marxist theory and explored its relevance and potential transformations in the context of contemporary capitalism.
3: “Unequal Childhoods: Class, Race, and Family Life” by Annette Lareau: This study investigated the impact of social class on children’s educational experiences, highlighting the unequal distribution of resources and opportunities in different class contexts.
5: “Liquid Power: Contested Hydro-Modernities in Twentieth-Century Spain” by Erik Swyngedouw: This research examined the social, political, and environmental implications of water management projects, uncovering the power dynamics involved in shaping urban environments.
6: “Promise of a Dream: Remembering the Sixties” by Sheila Rowbotham: This book explored the social and political movements of the 1960s and their impact on feminist and socialist ideologies, highlighting the interconnectedness of various social struggles.
Education to the New Right
- general (3)
- socs (10)
- edu view (3)
- studies (3)
General:
1. Thatcherism practised NR views (1970s-1980s), adapted many educational policies to suit this ideology.
2. based on neoliberalism; free-market capitalism, deregulation, privatisation, reducing the government’s economic intervention.
3. Thinkers: Milton Friedman (1912-2006), Friedrich Hayek (1899-1992)
Socs:
- Coleman (1995), Murray (1943), Bloom (1956), Hirsch Jr. (1950), Scruton (1998), Rothbard (1989), Kirk (1986), Nisbet (1991), Sowell (1950), Sommers (1970)
Edu view:
1. the economic element is crucial to the continuation and development of capitalist society. Privatisation is another way to improve the situation, and things such as a more divided, compartmentalised and hierarchical structure are seen as benefits of the system, rather than failings.
2. the concept of autonomy and free-will can be expressed through deregulation, and reduced governmental economic intervention. Additionally through privatisation and choice by the people (e.g. encouraging competition between schools, students, workers and parents).
3. realistically, **opportunities and resources are finite, so competition and the ‘natural flow’ **of student potential and outcome isn’t to be tampered with through excessive welfare, handholding policies or grants.
Studies:
1. “The Closing of the American Mind” by Allan Bloom: Bloom argued that the decline of the liberal arts curriculum in higher education and the shift towards relativism and multiculturalism had led to a lack of intellectual rigour and a loss of a common cultural foundation among students.
2: “The Bell Curve” by Charles Murray and Richard Herrnstein: This controversial book examined the relationship between intelligence, socioeconomic status, and educational outcomes. It argued that differences in intelligence, influenced by both genetics and environment, played a significant role in shaping educational achievement.
3: “Cultural Literacy: What Every American Needs to Know” by E.D. Hirsch Jr.: Hirsch emphasised the importance of shared knowledge and cultural literacy in education. He argued that a lack of common knowledge among students hindered their ability to engage with complex texts and participate fully in society.
Education to Feminism
- general (4)
- socs (10)
- edu view (3)
- studies (5)
General:
1. first wave (1900s), second wave (1960s-80s), third wave (1990s-present)
2. intersectional feminism (late 1900s), Kimberle Crenshaw (1959)
3. thinkers: Mary Wollstonecraft (1797), Anthony (1906), Stanton (1902), Simone de Beauvoir (1986), Gloria Steinem (1978), Judith Butler (1956), Ngozi Adichie (1977)
4. patriarchy, gender socialisation, intersectionality
Socs:
- Beauvoir (1986), Smith (1955), Collins (1977), Butler (1989), Chodorow (1988), Connell (1998), Hooks (1998), Martin (1975), Hochschild (1999), Acker (2001)
Edu view:
1. many issues are woven into the fabric of the UK’s education system. Marginalisation, systemic oppression, hierarchy, patriarchy and discrimination have been exerted onto women, and issues such as these need to be eradicated.
2. any new educational opportunities are overdue, and only point toward the benefits of feminism over the value of the preexisting structure. Women and girls are held to a different, higher standard educationally - despite surface level developments, the same theme continues.
3. With new educational rights, female students actively outperform their male counterparts, and only further support the need for continually improving rights and opportunities.
Example studies:
1: Diane Reay: Explored gender stereotypes in education; found that they perpetuate unequal outcomes for students, reinforcing gender inequalities.
2: Sandra Harding: Examined gender biases in scientific knowledge construction; revealed marginalisation of women’s contributions and limited representation in STEM fields.
3: Christine Skelton: Studied children’s gender identity formation in school playgrounds; uncovered active performance and reinforcement of gender norms.
4: Jane Martin: Investigated educational curricula and teaching practices; revealed reinforcement of gender stereotypes, limiting students’ aspirations and perpetuating inequality.
5: Hill Collins and Bilge: Explored intersectional experiences in higher education; highlighted compounded effects of race, gender, and social categories on access, participation, and achievement.
Education to Liberal and Radical approaches
- general (4)
- socs (13)
- edu view (3)
- studies (10)
General:
1. emerged 18th-20thC (include marxism, communism, socialism, feminism, postmodernism)
2. varied, but the consensus is usually: many are discriminated against, society needs reconstructing (to varying degrees), concepts like diversity, individuality, community, equality and context are incredibly valuable.
3. thinkers: Weber, Durkheim, Parsons, Marx, Engels, Gramsci
4. ideology, alienation, capitalism, class struggle (bourgeoisie, proletariat), social integration, social facts, verstehen, structural-functionalism, social conditioning, marginalisation, hierarchy, egalitarian
Socs:
- David (1944). Connell (1967), Giroux (1977), Tuck (1979), Hooks (1989), Lareau (1988), Lipman (1998), Reay (2003), Ahmed (2005), Cottom (2006), Durkheim, Weber, Parsons
Edu view:
1. the educational structure has many issues, and often doesn’t acknowledge both the damage done by the capitalist societal structure, and also the current smaller-scale issues influenced by that factor (e.g. social conditioning, ‘hidden curriculums’, gender, race, religious discrimination, inherent competition over academic development).
2. instead, a more egalitarian form of education should be in place - supporting the disadvantaged, and encouraging the advantaged to develop equally. Policies such as those supporting working class students (e.g. grants, free school meals, bursaries, scholarships, additional funding and teaching), religious and ethnic minorities and eradicating racism, religionism and sexism from schools and universities are to be encouraged, and should be the standard for education in the UK.
3. emphasis on the academic, communal and social element over the business structure, competition and individualism in schools should be sought.
1: Davis (1944-present): Examined the intersectionality of race, gender, and class in relation to education, highlighting the school-to-prison pipeline and advocating for transformative education.
2: Connell (1944-present): Explored the concept of hegemonic masculinity in educational settings, analysing how gender norms and power dynamics shape educational experiences.
3: Giroux (1943-present): Investigated critical pedagogy and its role in challenging dominant ideologies, emphasising the need to develop critical consciousness among students.
4: Hooks (1952-present): Explored the impact of race, gender, and class on education, critiquing oppressive educational systems and advocating for transformative teaching practices.
5: Lareau (1952-present): Conducted a study on parenting styles and their influence on educational outcomes, highlighting the advantages of middle-class parenting in navigating the education system.
6: Lipman (1951-present): Examined the neoliberal restructuring of urban education, analysing the impact of privatisation, market-based reforms, and racial segregation on educational equity.
7: Reay (1956-present): Explored social class inequalities in education, focusing on the experiences of working-class students and the reproduction of social advantage through the education system.
8: Ahmed (1969-present): Investigated the politics of diversity and inclusion in educational institutions, examining how power operates within these spaces and the challenges of achieving genuine equality.
9: Cottom (1975-present): Explored the relationship between education, race, and social inequality, examining the for-profit college industry and its impact on marginalised students.
10: Tuck (1974-present): Focused on decolonizing education and challenging settler colonialism in educational institutions, highlighting the importance of Indigenous knowledge and self-determination.
