Functionalist View of Education Social Solidarity Society in

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Functionalist View of Education Social Solidarity Society in Miniature Specialist Skills Bridge Meritocratic Role

Functionalist View of Education Social Solidarity Society in Miniature Specialist Skills Bridge Meritocratic Role Allocation Vocational Education

Introduction to Marxism • What do you know? • Post-it Notes

Introduction to Marxism • What do you know? • Post-it Notes

Final Words “Go on, get out! Last words are for fools who haven't said

Final Words “Go on, get out! Last words are for fools who haven't said enough!” Favourite maxim. . . Nihil humani a me alienum puto [Nothing human is alien to me] Favourite motto. . . De omnibus dubitandum [Everything must be doubted]. ”

Classical Marxism Historical Materialism Class Society Exploitation Surplus Value Capitalism Proletariat Bourgeoisie Class Consciousness

Classical Marxism Historical Materialism Class Society Exploitation Surplus Value Capitalism Proletariat Bourgeoisie Class Consciousness Ideology Alienation Revolution Communism

Marxism Quotes 1. From each according to his ability, to each according to his

Marxism Quotes 1. From each according to his ability, to each according to his needs. 2. The history of all hitherto existing society is the history of class struggles. 3. A spectre is haunting Europe; the spectre of Communism. 4. The theory of Communism may be summed up in the single sentence: Abolition of private property. 5. In place of the bourgeois society, with its classes and class antagonisms, shall we have an association, in which the free development of each is the condition for the free development of all. 6. The bourgeoisie has torn away from the family its sentimental veil, and has reduced the family relation to a mere money relation. ” 7. The proletarians have nothing to lose but their chains. They have a world to win. WORKING MEN OF ALL COUNTRIES, UNITE! 8. “The oppressed are allowed once every few years to decide which particular representatives of the oppressing class are to represent and repress them. ” 9. Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of soulless conditions. It is the opium of the people. 10. The philosophers have only interpreted the world, in various ways. The point, however, is to change it. 11. There is no royal road to science, and only those who do not dread the fatiguing climb of its steep paths have a chance of gaining its luminous summits. 12. Capitalism: Teach a man to fish, but the fish he catches aren't his. They belong to the person paying him to fish, and if he's lucky, he might get paid enough to buy a few fish for himself. ”

This is Karl MARX. Remember his name: he’s one of the most important thinkers

This is Karl MARX. Remember his name: he’s one of the most important thinkers of modern(ish) times. To put it short, this is what he thought: 1. Society is in a state of CONFLICT between the rich and the poor. 2. Society uses a system called CAPITALISM to keep the rich - rich and the poor – poor. 3. CAPITALISM is an economic system where a small minority of society own the FORCES OF PRODUCTION (factories & information). 4. This minority is called the RULING CLASS (or the BOURGEOSIE) – they employ people to work for them to produce goods that they sell. 5. Marx called this arrangement the RELATIONS OF PRODUCTION and argued it EXPLOITED the SUBJECT CLASS (or the PROLETARIAT).

http: //www. youtube. com/watch? v=Je. ROn. VUADj 0 = Capitalism: A Love Story.

http: //www. youtube. com/watch? v=Je. ROn. VUADj 0 = Capitalism: A Love Story.

Capitalism explained… We live in a CAPITALIST society. CAPITALISM is an economic system based

Capitalism explained… We live in a CAPITALIST society. CAPITALISM is an economic system based on the principles of business: *poorer people (the SUBJECT CLASS or PROLETARIAT being employed by the rich people or the government (the RULING CLASS or BOURGEOSIE) for a wage to make products; * which are sold to consumers for more than they cost to make * which results in a SURPLUS of money or the business people. PROFIT for

The means of production are the tools, the machines and the materials needed to

The means of production are the tools, the machines and the materials needed to mass produce goods. These are owned and controlled by the RULING CLASS or BOURGEOSIE. The RULING CLASS employ the SUBJECT CLASS or PROLETARIAT They produce goods using these MEANS OF PRODUCTION.

The relationship between a boss and a worker is an exploitative one. The worker

The relationship between a boss and a worker is an exploitative one. The worker does what the boss tells them. RULING CLASS). Nothing is for the benefit of the worker (the SUBJECT CLASS). We call this miserable relationship between the RULING CLASS and the SUBJECT CLASS, the RELATIONS OF PRODUCTION. The RELATIONS OF PRODUCTION are about EXPLOITATION and ALIENATION. Everything is for the benefit of the boss (or It means that people in this CAPITALIST class structure, feel tied to their jobs, tied to their possessions and feel that they just live to work. They lose their sense of humanity.

Because making PROFIT basically means ripping people off, the CAPITALISTS or, business people, have

Because making PROFIT basically means ripping people off, the CAPITALISTS or, business people, have to come up with ways to cover up the unfairness. They do it using something called IDEOLOGY is the way in which people are told to think by those in power. Because the RULING CLASS are in power, they use IDEOLOGY to make up ways to convince the SUBJECT CLASS that CAPITALISM is normal, fair and right, even though it blatantly isn’t.

Society is made up of two main parts: the INFRASTRUCTURE and the SUPERSTRUCTURE. The

Society is made up of two main parts: the INFRASTRUCTURE and the SUPERSTRUCTURE. The INFRASTRUCTURE is the economy of a society; it’s the basic physical and organizational structures needed for a society to function. It’s roads, factories, shops, hospitals , businesses and so on. The way these factories, shops and businesses are run are exploitative, as you’ve just seen. It involves paying the RULING CLASS too little for what they do and what they produce and then charging them a fortune for stuff they buy as CONSUMERS.

THIS IS REALLY STUPID.

THIS IS REALLY STUPID.

WHY DO WE LET THIS HAPPEN?

WHY DO WE LET THIS HAPPEN?

We don’t “LET IT HAPPEN”. CAPITALIST IDEOLOGY is used by the RULING CLASS to

We don’t “LET IT HAPPEN”. CAPITALIST IDEOLOGY is used by the RULING CLASS to convince us that we need loads of stuff …. . http: //www. youtube. com/watch? v=VH_Dk. BI 9 Qsk – We Want Your Soul.

A bloke called Althusser came up with the idea of IDEOLOGICAL STATE APPARATUS. This

A bloke called Althusser came up with the idea of IDEOLOGICAL STATE APPARATUS. This is APPARATUS or equipment Used by the STATE or RULING CLASS or GOVERNMENT To push their CAPITALIST norms and values on the people.

IF YOU HAVE ON E OF THESE IN YOUR HOME, BEWARE – IT IS

IF YOU HAVE ON E OF THESE IN YOUR HOME, BEWARE – IT IS BEING USED BY CAPITALISTS TO HYPNOTISE YOU INTO BELIEVING THAT IT’S NORMAL TO HAVE A BIG BUNCH OF PEOPLE THAT ARE KEPT POOR BY THE RICH.

Why can’t we reject these messages?

Why can’t we reject these messages?

Marx argued that there was serious CLASS CONFLICT in CAPITALIST society because of this

Marx argued that there was serious CLASS CONFLICT in CAPITALIST society because of this exploitation. RULING CLASS, in particular, were suffering from FALSE CLASS CONSCIOUSNESS. This means that He argued that they were just not aware of how much they were being exploited as workers and consumers. IDEOLOGY was responsible for this FALSE CLASS CONSCIOUSNESS.

I predicted that there would come a time when the SUBJECT CLASS wouldn’t take

I predicted that there would come a time when the SUBJECT CLASS wouldn’t take this faeces from the CAPITALIST system any more. I predicted that a REVOLUTION would overthrow the RULING CLASS.

We would then have a COMMUNIST society where everything would be owned and controlled

We would then have a COMMUNIST society where everything would be owned and controlled by the people.

Strengths of Marxism…. a It’s a structuralist approach which links the major institutions. a

Strengths of Marxism…. a It’s a structuralist approach which links the major institutions. a Marxism has been a major influence on Sociology. a Emphasises the importance of the economy unlike functionalism. a Try to link the structural elements of society with the consciousness or thought of the individual – alienation. Acknowledges what people think of the way in which society is organised and their place in it.

r Functionalists criticise Marxism for over-emphasising conflict when there must be harmony and shared

r Functionalists criticise Marxism for over-emphasising conflict when there must be harmony and shared values for social order to be possible. r It is seen as economically deterministic; everything revolves around money. r Classic Marxism has ignored the role of women in society. r What revolution? ? Russia and China have actually become capitalist & turned their backs on communism. r Society doesn’t always operate in the interests of the ruling class.

Plenary: Karl Marx Bibliography The Mark Steel Lectures. https: //www. youtube. com/watch? v=02 d

Plenary: Karl Marx Bibliography The Mark Steel Lectures. https: //www. youtube. com/watch? v=02 d d. Gt. KZu. SU

What is Maxism? Key Terms? Inequality Class conflict Bourgeoisie Proletariat False consciousness Other …

What is Maxism? Key Terms? Inequality Class conflict Bourgeoisie Proletariat False consciousness Other …

Starter: Thinking Critically … • • • All: (E – D grade) Identify key

Starter: Thinking Critically … • • • All: (E – D grade) Identify key Marxist Terms. Most: (C –B) Explain the Marxist View of Education. Some: (A-A*) Critically evaluate the Marxist View of Education. • • • What is the purpose of education? Is there anything that happens in schools that you feel has no purpose? What have you really learned this week? Could you learn effectively without schools? Would society suffer if schools did not exist?

Activity: The education system is a myth making machine which reproduces inequality and teaches

Activity: The education system is a myth making machine which reproduces inequality and teaches conformity 0 Disagree 10 Agree Put your name on a post-it note and stick where you are on this debate

n: io t a c u d E f o y r o e

n: io t a c u d E f o y r o e h T t is Marx sics of a b e h t p a c e R ory. Marxist The submissive, t, en ci fi ef an e uc od pr ion is to t society lis The main role of educat ta pi ca l ua eq un e th n help maintai obedient workforce to timises these gi le It. /C R e th s it ef n ben (structure) i. e. Educatio eritocracy’. ‘m of h yt m e th h ug ro inequalities th Education. /C W e th ls ro nt co at cal tool th Education is an ideologi revolution & a ed at ig st in ve ha /C e. W will only be fair once th pitalism. ca es ac pl re m is un m m co rs here are: The main Marxist thinke Althusser (1970) Bowles & Gintis (1976) Willis (1977) Illich

n: io t a c u d E f o y r o e

n: io t a c u d E f o y r o e h T t is Marx

n as an o ti a c u d E ) 0 7 9

n as an o ti a c u d E ) 0 7 9 (1 r e s s u th A tus Ideological State Appara i. e. his work is n io at uc ed to ch oa pr retical ap rolled by the nt Althusser takes a theo co e ar /C W e th at He argues th not based on research. ‘Apparatus’: R/C through 2 types of atus: Repressive State Appar ns such as io ut it st in h ug ro th l ro Physical cont e military. the justice system & th atus: Ideological State Appar /C think. These W e th ay w e th er ov ol Contr logy (no eo Id t an in om D on ss pa apparatus his is done through T ). ed us is e rc fo al ic phys , religion & ily m fa e th as ch su ns io institut on their ideas & ss pa /C R he T n. io at uc ed beliefs. The more successful the I. S. As are at passing on R/C Dominant Ideology, the less work the R. S. As have to do.

Education is the most important ISA REPRODUCES Inequalities. Education system fails WC children generation

Education is the most important ISA REPRODUCES Inequalities. Education system fails WC children generation after generation. LEGITIMISES Produces ideologies which justify and disguise inequality. Workers accept their subordinate position.

Althusser 1971 • A neo-Marxist, Althuser looked at how we are ‘conned’ into accepting

Althusser 1971 • A neo-Marxist, Althuser looked at how we are ‘conned’ into accepting this inequality in education. He argued that the education system is part of the ‘superstructure’ which controls the ‘economic base’ (ie, helps capitalism) • He argues that education is a part of the ‘ideological state appartus’ (ISA) which is the idea that the bourgeoisie control people’s ideas, values and beliefs (through systems like family, education and religion) • Children are prepared in school for their exploitation in the workplace according to Althusser

How are children prepared for work? • Via the hidden curriculum – Students learn

How are children prepared for work? • Via the hidden curriculum – Students learn to follow orders and instructions at school thus preparing them for the same at work.

has replaced n io at uc ed at th s ve ie Althusser bel

has replaced n io at uc ed at th s ve ie Althusser bel portant I. S. A. religion as the most im The education system passes on R/C ideology & teaches basic skills needed to perform within a capitalist society. & end up taking il fa to ed rc fo lly ia nt The W/C are esse work roles. ng ti na ie al , id pa w lo , us up low stat iversity n u o t n o o e pile’ & g h t f o p o t he roles. t o C t / R o r ‘g i e C h / t The R ed to fill n i a r t e r a where they Meritocracy is a Myth that has to be constantly reinforced so that inequalities are justified (False Class Consciousness) All of this means that Social Class Inequalities are Reproduced (The Reproduction of Social Class Inequalities. ) ‘Theory ly n o is k r o husser’s w lt A , s (1970) r li e il b m W e. e c n Rem e search evid e r s ed by k ll c o r la t n & o ’ c d e e s r a a B f the W/C o ll a t o n w o shows h I. S. A.

Althusser - Critique Althusser’s work is only ‘Theory Based’ & lacks research evidence. Willis

Althusser - Critique Althusser’s work is only ‘Theory Based’ & lacks research evidence. Willis (1970) shows how not all of the W/C are controlled by I. S. A.

Bowles and Gintis (1976): schooling in capitalist America. Questionnaires • School is not about

Bowles and Gintis (1976): schooling in capitalist America. Questionnaires • School is not about merit. with 237 New York high school • Schools reward the personality students. traits of students who are submissive and compliant. • Students who show independence and creativity get low grades those who conform get high grades.

The long shadow of work The role of education is to prepare young people

The long shadow of work The role of education is to prepare young people for work in capitalism. To accept low-pay, alienation, orders and hard work.

The myth of meritocracy legitimises inequality. Individualises educational failure. Makes WC accept inequality. Justifies

The myth of meritocracy legitimises inequality. Individualises educational failure. Makes WC accept inequality. Justifies poverty as ‘poor are dumb’.

Bowles & Gintis (1970) ica’ r e m A t s li a it

Bowles & Gintis (1970) ica’ r e m A t s li a it p a C in g n li o o ‘Sch Work) dow of (Education & the Long Sha ools in the h sc ed ch ar se re s ti in G & Bowles of education le ro e th at th ed d lu nc co USA & orce. kf or w e th of on ti uc od pr is the re spondence re or C as to ed rr fe re n This is ofte a link is e er th at th ve ie el b ey Theory as th world of Work. e th & n io at uc d E n ee w et b inequality y if st ju to d ne ig es d e’ in ing Mach Education is a ‘Myth Mak work rather d ar h of ck la to ue d is at failure by promoting the idea th list society i. e. : ta pi ca e th in h it w s ie lit than injustices & inequa n Merit o d e s a b is t chievemen A l a n io t a c u > Ed work in s s e c c u s o the path t is n io t a c orked u w d e v >E a h y e h t e to be as v r e s e d p o t e > Those at th selves m e h t the hardest. e m la b om are to t t o b e h t t a hose > Likewise, t

ion creates a at uc d E at th e gu ar s ti

ion creates a at uc d E at th e gu ar s ti in G Bowles & Surplus of Skilled Labour… need to y e h t n a h t ught more a t e r ucated. a d n e e r r e d v o e r > Chil a i. e. they s b o j t s o m r know fo of unemployment > This maintains a high rate force. which helps control the work & being s b o j ir e h t g cared of losin s e m wages o w c e lo b r C o / f k W r o e h w T > re willing to a y e h t g in n a e strike. & n replaced m io t c a l ia r t take indus & less likely to > Bowles & Gintis agree with Althusser that Meritocracy is a Myth. e being r a C / W e h t rgue that workers. a e is iv t s in is G m & b u s s Bowle bedient, o , t n ie ic f f e lum’……. . u o t ic r in r u d C e n m e o o d gr gh ‘The Hid u o r h t ly in a This is m

The Hidden Curriculum: on the t u o d n a h e e

The Hidden Curriculum: on the t u o d n a h e e S iculum Hidden Curr the R/C are able to at th ve lie be s ti in G & s Bowle hidden curriculum. e th h ug ro th /C W e th e manipulat perience of going ex r ei th r fo ly al rm fo In at pupils learn This consists of things th aches the W/C the te um ul ic rr cu en dd hi he basis. T to school on a day to day oyment…… values needed within empl behaviour ’ le b a t p e c 1) Subservience: c a n & punishing ‘U r u io v a h e b ’ le g ‘Acceptab in d r a w e r h g u o Thr 2) Motivation: / wages s e t a ic if t r e c. Rewards e. g l a n r e t x E h g u Thro hy: 3) Acceptance of Hierarc ionships t la e r r e w o p & ’, authority Teaching ‘Roles ledge: economy. d 4) Fragmentation of Know e t n e m g a r f r dividuals fo in s e r a p e r p m rriculu Fragmented cu uality: 5) Legitimisation of Ineq itocracy. r e M f o h t y M The

Marxism Bowles & Gintis (1976) – The Correspondence Principle • Schools teach us to

Marxism Bowles & Gintis (1976) – The Correspondence Principle • Schools teach us to be hard working and obedient so that we will not challenge authority when we go to work How do they do this?

How does school correspond to work? Feature School Hierarchy Goal Timings Obedience Disobedience Work

How does school correspond to work? Feature School Hierarchy Goal Timings Obedience Disobedience Work

Bowles & Gintis (1976) School Work • Schools have a hierarchical structure • Work

Bowles & Gintis (1976) School Work • Schools have a hierarchical structure • Work places are organised hierarchically • Wages/Salaries help • Pursuit of good exam workers to put up with the grades help students to boring stuff put up with boring stuff. • Work is split into units – • The school day is split work time and rest periods into units • Obeying the rules is rewarded • Obeying the rules means you get paid

Bowles & Gintis – A Critique. Exposes the myth of meritocracy. Postmodernists argue that

Bowles & Gintis – A Critique. Exposes the myth of meritocracy. Postmodernists argue that a post-Fordist economy requires a different workforce. Education system reproduces diversity not equality. Deterministic – pupils have no free will.

Post-Fordism

Post-Fordism

Post-Fordism • Society is more diverse, fragmented and economy is based on ‘flexible specialisation’.

Post-Fordism • Society is more diverse, fragmented and economy is based on ‘flexible specialisation’. • Needs a skilled, flexible, adaptable, technology based workforce. • Lifelong learning. • Knowledge economy.

Ivan Illich (1971) Deschooling Society Illich is a Marxist that essentially agrees with Functionalists

Ivan Illich (1971) Deschooling Society Illich is a Marxist that essentially agrees with Functionalists that education has functions – however, he thinks these are a bad thing, and that we should give up the idea of school altogether!

Illich (1971) Education: Looks after kids during the day 2. Sorts pupils into job

Illich (1971) Education: Looks after kids during the day 2. Sorts pupils into job roles 3. Passes on dominant values 4. Helps people learn skills and knowledge 1. • • • Illich says schools don’t create equality or encourage creativity (how are we assessed? ) He wants to ‘deschool’ society Believes everyone should have access to education throughout their lives (pic n mix)

Marxism Bourdieu (1977) - Cultural Capital • The process whereby a dominant culture penetrates

Marxism Bourdieu (1977) - Cultural Capital • The process whereby a dominant culture penetrates educational institutions • MC kids have an advantage because they have been socialised into the dominant culture • MC pupils have the codes to unlock the ‘mysteries’ of education, learnt via their parents and family contacts (social capital) • MC parents have the ‘knowledge ‘ of how to play the system in their favour, they know how to negotiate the system and expose their children to more enriching cultural experiences (theatre, museums etc)

Marxism Willis (1977) ‘Learning to labour’ • This famous but now 30 year old

Marxism Willis (1977) ‘Learning to labour’ • This famous but now 30 year old study of a Midlands comprehensive school by Paul Willis combines Marxist theory with the insights of interactionism (in-depth study of a particular social group). • Using participant observation and interviews he followed 12 working class ‘lads’ through their last year at school and into the first few months of their jobs.

Willis (1977) • Willis showed that the subculture of the lads at school was

Willis (1977) • Willis showed that the subculture of the lads at school was matched by the shop floor subculture they faced on starting work. • Both shared a macho, sexist, racist, antiauthoritarian atmosphere; ‘having a laff’ to get through the day with ‘your mates’ was the essential thing.

Willis (1977) • However, Willis did not see the lads as helpless victims in

Willis (1977) • However, Willis did not see the lads as helpless victims in this process unlike Bowles and Gintis. • They did see through the ‘smoke screen of false consciousness’ in other words they were aware that they were destined to fail exams and their anti-school stance was in part a rejection of the values of the school that was trying to teaching them irrelevant knowledge. • The paradox is that by failing in education they were being well prepared for the type of work they went into.

Willis – An Evaluation Pupils are not passive – they resist school. Romanticises them

Willis – An Evaluation Pupils are not passive – they resist school. Romanticises them as WC heroes. Small-scale study of 12 boys – can it be generalised. Girls are absent from this study. Marxists focus on ‘class first’ – what about gender, ethnicity, location

Activity 2 – Pairs: In pairs – look through the evidence sheet. Decide whether

Activity 2 – Pairs: In pairs – look through the evidence sheet. Decide whether you think each statement supports or critiques the Marxist View of Education.

Plenary: Looking at the evidence. Would you change your mind? The education system is

Plenary: Looking at the evidence. Would you change your mind? The education system is a myth making machine which reproduces inequality and teaches conformity 0 disagree 10 Agree Put your name on a post-it note and stick where you are on this debate

Marxism and Education Questions. A) B) C) D) What is meant by hidden curriculum.

Marxism and Education Questions. A) B) C) D) What is meant by hidden curriculum. (2) Suggest three other institutions that may control peoples ideas and beliefs other than education. (6) Outline the postmodern view of education. (12) Assess the contribution of Marxism to our understanding of the role of education. (20)