EDUCATION

EDUCATION

1. WHAT IS EDUCATION FOR?

   • ECONOMIC ROLE
     • LEARNING SKILLS FOR FUTURE JOBS
     • SUPPORTED BY MARXISTS: MIDDLE/ UPPER CLASS TAUGHT HIGHER LEVEL SKILLS AND WORKING CLASS TAUGHT SKILLS FOR LOWER STATUS JOBS.
   • SOCIALISATION ROLE
     • NORMS AND VALUES
     • PLACE IN SOCIETY
     • GENDER ROLES
   • SELECTIVE ROLE
     • NOT ALL STUDENTS HAVE THE SAME LEVEL OF ABILITY
     • SCHOOLS 'SORT' OUT WHAT TYPE OF JOBS PEOPLE SHOULD BE DOING
   • SOCIAL CONTROL ROLE

2. STRUCTURE OF EDUCATION

   • PRE-SCHOOL
   • PRIMARY
   • SECONDARY
   • FURTHER
   • HIGHER

3. HISTORY

   • EDUCATION REFORM ACT (1988)
     • CHANGES TO EDUCATION BY CONSERVATIVE GOVERNMENT
   • NATIONAL CURRICULUM
     • ALL STATE SECONDARY SCHOOLS WOULD LEARN THE SAME SUBJECTS AND BE TESTED (SAT's AND GCSE's)
   • 1989 CHANGES
     • NATIONAL CURRICULUM
     • LEAGUE TABLE
       • RESULTS OF SCHOOL EXAMS ARE PUBLIC
       • THIS PUTS SCHOOLS IN COMPETITION WITH EACH OTHER, TO EARN THE NUMBER ONE SPOT
     • OFSTEAD
       • REPORTS ABOUT SCHOOL ARE DONE BASED ON BEHAVIOUR, STANDARDS OF TEACHING ETC.

4. THEORIES

   • FUNCTIONALISTS
     • EDUCATION IS SMOOTH FOR RUNNING SOCIETY
   • MARXISTS
     • EDUCATION IS A TOOL OF OPPRESSION USED BY RULING CLASS TO CONTROL WORKING CLASS

5. HIDDEN CURRICULUM

   • GENDER ROLES
     • STUDENTS OPT FOR DIFFERENT SUBJECTS
       • E.G. GIRLS: TEXTILES , ART
       • E.G. BOYS: SPORTS, ICT
     • TEACHER EXPECTATIONS
       • GIRLS SHOULD BE WELL ORGANISED AND BE HIGH ACHIEVERS
       • BOYS ARE THE TROUBLEMAKERS AND DO NOT PAY ATTENTION IN CLASS
   • HIERARCHY
     • TEACHERS HAVE MORE POWER (TOP OF THE HIERARCHY PYRAMID)
     • STUDENTS ARE INFLUENCED BY TEACHERS
     • HIERARCHY PYRAMID
   • INEQUALITIES
     • EDUCATION TENDS TO FOCUS OF THE 'WHITE' CULTURE
     • E.G. WHITE HISTORY, LANGUAGE
     • THE MORE INTELLIGENT YOU ARE THE MORE LIKELY THE TEACHER WILL PRAISE YOU
       • THIS TEACHES US TO WE WILL NOT BE TREATED THE SAME IN SOCIETY AND THIS IS NORMAL AND ACCEPTABLE
   • LACK OF POWER
     • SCHOOLS HAVE PREFECTS AND LEADERS
       • BUT THEIR POWERS ARE LIMITED
       • UNLIKELY TO HAVE A SAY IN FINANCIAL DECISIONS
     • BY THE TIME YOU LEAVE SCHOOL YOU WILL BE USED TO BEING POWERLESS
   • LEARNING TO ACCEPT BOREDOM: SCHOOL TRAINS YOU TO DEAL WITH GETTING BORED, SO THAT IN THE FUTURE IF YOU WORK IN A FACTORY/ OFFICE YOU WILL BE ABLE TO COPE WITH THE BOREDOM

6. EDUCATIONAL ACHIEVEMENT

   • FACTORS OF SOCIAL CLASS
     • WORKING CLASS GET FEWER QUALIFICATIONS THAN HIGHER CLASS STUDENTS
       • LESS LIKELY TO GO ON TO HIGHER EDUCATION
     • THE HOME (EXTERNAL)
       • MATERIAL DEPRIVATION
         • NOT HAVING THE MONEY NEEDED TO BUY RESOURCES
         • LACK OF RESOURCES E.G. TEXTBOOKS, COMPUTOR
         • DIET- LACK OF BREAKFAST, AFFECTING NUTRITION
         • HIGHER CLASS TEND TO HAVE MONEY WHICH CAN GO TOWARDS EXTRA TUITION FOR THEIR CHILDREN
           • TUTORS GET PAID EXTRA WHICH MEANS THEY WILL HAVE BETTER RESOURCES AVAILABLE TO STUDENTS
       • PARENTAL ATTITUDES
     • THE SCHOOL (INTERNAL)
       • LABELLING AND SELF FULFILLING PROPHECY
         • STAGE 1: STUDENTS MISBEHAVE
           • STAGE 2: STUDENTS ARE SANCTIONED
             • STAGE 3: OTHER TEACHERS HEAR OF BAD BEHAVIOUR
               • STAGE 4: TEACHER IS AWARE OF POOR BEHAVIOUR AND STUDENT GETS INTO MORE TROUBLE
                 • STAGE 5: STUDENTS START BELIEVING THEY ARE BAD, THEREFORE ACT BAD
       • SETTING AND STREAMING
         • SOCIOLOGIST: PAUL WILLIS STUDY
           • "LADDISH" BEHAVIOUR
           • "EARHOLES"
         • ANTI-SCHOOL SUBCULTURE
   • FACTORS OF ETHNICITY
     • CULTURAL/ LANGUAGE DIFFERENCES
       • TYPICALLY INDIANS VALUE EDUCATION AND ARE VERY KEEN FOR THEIR CHILDREN TO DO WELL
     • AFRO- CARIBBEAN MALES DO NOT HAVE ANY MALE ROLE MODELS TO LOOK UP TO
     • SHORTAGE OF TEACHERS FROM ETHNIC MINORITY BACKGROUNDS GIVES IMPRESSIONS THAT SCHOOL IS 'WHITE' EXPERIENCE
   • FACTORS OF GENDER
     • FEMINISM
       • THE RISE OF FEMINISM (1975) DISCRIMINATION ACT (ILLEGAL IN SCHOOLS)
       • HIGHER EXPECTATIONS AMONG GIRLS
       • SOCIOLOGIST: SUE SHARP- GIRLS ARE MORE ASSERTIVE
       • SOCIAL CONTROL; BEDROOM CULTURE: GIRLS WILL STUDY WITH FRIENDS AT HOME
     • LADDISH BEHAVIOUR- BOYS HAVE TO KEEP A GOOD 'STATUS' IN SCHOOL, THEY ACT TOUGH, COOL AND MASCULINE
     • GIRLS AND BOYS ARE SOCIALISED DIFFERENTLY

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