RECAP 1 How would you RECAP 2 Why

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RECAP 1 – How would you RECAP 2 – Why do Marxists define capitalism?

RECAP 1 – How would you RECAP 2 – Why do Marxists define capitalism? not like capitalism?

The BIG Idea We are Learning to. . . MARXIST PERSPECTIVES ON EDUCATION •

The BIG Idea We are Learning to. . . MARXIST PERSPECTIVES ON EDUCATION • Explore different Marxist views on the role of education. • Outline studies by Althusser and Bowles & Gintis that claim education can be said to legitimise and reproduce inequality. In today’s lesson. . . ALL Be able to briefly describe one or two ways in which education can be said to legitimise or reproduce inequality, using one or more key concepts. MOST Be able to clearly describe more than two ways in which education can be said to legitimise or reproduce inequality, using key concepts and making reference to one sociological study. SOME Be able to clearly describe more than two ways in which education can be said to legitimise or reproduce inequality, using key concepts and making detailed references to more than one sociological study. Specification: The role and functions of the education system, including its relationship to the economy and to class structure.

Karl Marx & Marxism IN CAPITALIST SOCIETY… • The bourgeoisie (ruling class) own the

Karl Marx & Marxism IN CAPITALIST SOCIETY… • The bourgeoisie (ruling class) own the means of production (e. g. factories, farms, etc. ). • They exploit the proletariat (working class) by buying their labour from them at less than it is worth. The proletariat will eventually realise they are being exploited, and bring about a revolution!

ation as c u d E – ) 0 7 9 (1 r e

ation as c u d E – ) 0 7 9 (1 r e s s u h lt A tus a r a p p A te ta S l a ic g lo o e d an I He argues that n. io at uc ed to ch oa pr ap retical pparatus’: ‘A Althusser takes a theo of s pe ty 2 h ug ro th by the R/C the W/C are controlled 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 think. These /C W e th ay w e th er Control ov logy (e. g. eo id t an in om d e th on apparatus pass stitutions such in h ug ro th ), ir fa is m capitalis education. & n io lig re , ily m fa e th as 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.

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 You are feeling very The education system teaches W/C basic skills needed to sleepy; give yourself perform within a capitalist society. up to those in power; strive to obey; don’t ng fail & end up taki to ed rc question or fo lly ia nt se es e The W/C ar ting work roles. na ie al , id challenge… pa w lo , us at st up low ersity v i n u o t n o ile’ & go p e h t f o p to the to R/C roles. o r ‘g i e C h / t R l l e i f h T ined to a r t e r a y e where th Meritocracy is a Myth that has to be constantly reinforced so that inequalities are justified (false consciousness)

* Schools transmit an ideology which states that capitalism is just and reasonable. That’ll

* Schools transmit an ideology which states that capitalism is just and reasonable. That’ll be £ 2. 50, please. Cost price was 15 p which gives me a net daylight robbery figure of £ 2. 35. Uh-uh, OK.

* Schools prepare pupils to accept their future exploitation. Why do I have to

* Schools prepare pupils to accept their future exploitation. Why do I have to sit in ISO all day because I’m not wearing the school tie? * Pupils who succeed in school and become part of the R/C through their qualifications then feel that they are justified in exercising their power over others. It’s actually got nothing to do with the tie. We’re just getting you trained up to do as your future boss says. We’re breaking your spirit. Having gutless workers & consumers is the only way capitalism will survive…

Learning Check: PEEEL In groups. Althusser. ISA

Learning Check: PEEEL In groups. Althusser. ISA

Bowles & Gintis (1970) merica’ A t s li a it p a C

Bowles & Gintis (1970) merica’ A t s li a it p a C in g n li o o h c ‘S in the ls o o h c s d e h c r a e s e r s ti Bowles & Gin ation c u d e f o le o r e th t a th d e USA & conclud force. k r o w e th f o n o ti c u d o r p e is the r stify ju to d e n ig s e d ’ e in h c a M ing Education is a ‘Myth Mak is due to e r u il a f t a th a e id e th g n inequality by promoti qualities e in & s e c ti s ju in n a th r e lack of hard work rath ty. within the capitalist socie : The myths of education • • merit Achievement is based on s in work es cc su to th pa e th is n io Educat e hardest. th d ke or w e av h ey th as to be Those at the top deserve eir failure. th r fo e m la b to e ar m to Those at the bot

CORRESPONDENCE PRINCIPLE * There is close correspondence between the ways in which people and

CORRESPONDENCE PRINCIPLE * There is close correspondence between the ways in which people and children are treated in the workplace and the school. This is to get children used to their future exploitation. Examples…? We teach you to submit to an authority figure and to behave quietly and politely, suppressing your impulses…. …so that by the time you’ve got a job, you’re a natural!

The Hidden Curriculum: inciple was part of a pr ce en nd po es

The Hidden Curriculum: inciple was part of a pr ce en nd po es rr co e th at Bowles & Gintis believe th anipulate the W/C. m to C R/ e th s w lo al ch hi ‘hidden curriculum, ’ w rience of going pe 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 s le o ‘R g in h c a e T ledge: conomy. e d 4) Fragmentation of Know e t n e m g a r f dividuals for in s e r a p e r p m rriculu Fragmented cu uality: 5) Legitimisation of Ineq ritocracy. e The Myth of M

s& Criticisms (A 03) of Bowle Gintis / Marxism: den d i ‘H e

s& Criticisms (A 03) of Bowle Gintis / Marxism: den d i ‘H e h t e v o ly pr l a u t c a t o n n Ø They ca ts. s i x e ’ m u l u c i r Curcapitalism Does really want docile / unskilled workers? rs of e b m e m 7 3 2 n sed o a b y d u They demanded Vocationalism! t s a d e we t c n u a c d n. l o o c o y h e c s h T h Ø rk hig o Y w e N a n i r m to e t s y s n o i t a c he senior yea u t ican edanymore. r e m A The hidden curriculum isn’t so hidden e h t f o apply findings ? the British one ive s s a p & t Many pupils do not accept their treatment by schools – n e i obed e r a n o i t a c u in ed h t i w rebellion – choice s t n e d u t > Not all s 0) 7 9 1 s i l l i W e (Se Social Mobility exist today, some can ‘work their way up’. ctors a f r e h t o e r > They igno city. i n h t e & r e d genpositive functions of Education, e. g. role uch as the s. Ignores allocation, universal standards.

Watch this summary of Marxist perspectives on education. Then, write a paragraph or two

Watch this summary of Marxist perspectives on education. Then, write a paragraph or two explaining how Marxist sociologists claim that the education system reproduces and legitimises inequality…

The BIG Idea We are Learning to. . . MARXIST PERSPECTIVES ON EDUCATION •

The BIG Idea We are Learning to. . . MARXIST PERSPECTIVES ON EDUCATION • Explore different Marxist views on the role of education. • Outline studies by Althusser and Bowles & Gintis that claim education can be said to legitimise and reproduce inequality. In today’s lesson. . . ALL Be able to briefly describe one or two ways in which education can be said to legitimise or reproduce inequality, using one or more key concepts. MOST Be able to clearly describe more than two ways in which education can be said to legitimise or reproduce inequality, using key concepts and making reference to one sociological study. SOME Be able to clearly describe more than two ways in which education can be said to legitimise or reproduce inequality, using key concepts and making detailed references to more than one sociological study. Specification: The role and functions of the education system, including its relationship to the economy and to class structure.