forming a distorted belief of normality. According to Marxists‚ the formal and hidden curriculum is used to ensure a social equilibrium and the reproduction of dominant ideologies that aid individual’s places in society‚ which is referred to‚ by Bowles and Gintis‚ as the social reproduction theory. Parsons argues that the classroom is a ‘microcosm of society’; the classroom is a bridge between the family and society‚ as within the society‚ children learn to interact appropriately with a variety of people
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rather than because of a position someone is born into as Marxists believe. Bowles and Gintis say that meritocracy is used to blame individuals for not being successful. Bowles and Gintis believe that there’s a correspondence between pupil experiences and adult work (correspondence theory). For example at school pupils are motivated by grades to do boring work‚ at work they’re rewarded with pay to do boring work. Bowles and Gintis also believe that education operates a hidden curriculum that socialises
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Assess the Marxist view that the function of the education system is to pass on ideology and reproduce the existing class structure. Claire Jones Education is a vital system in most societies‚ and is compulsory for all children up to the age of 16 in Britain. There are many different ideas as to why education is so important and the functions it fulfills within society‚ some more positive than others. Although some people say that education is only intended to teach the individual enough
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Samuel Bowles and Herbert Gintis refute the Functionalist view that industrial capitalist societies are meritocracies and that every ones’ position in society is based on talent and hard work. They suggest ideas for why this is the case. Althusser bases his theory around the idea of education being an ideological state apparatus. Bowles and Gintis’ theory is based on the ’long shadow of work’ and the legitimation of inequality. When speaking of the ’long shadow of work’‚ Bowles and Gintis
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education is a tool in capitalist societies‚ which control and pacify the working classes. Marxists Bowles and Gintis (1976) suggested that there is a correspondence between educational institutions and the workplace- the working class will stay working class‚ and characteristics such as self-image‚ social class identification‚ demeanour and presentation‚ will be paralleled within the workplace. Bowles and Gintis also maintained that whilst in school‚ the teachers were formed in a hierarchical system in
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deprived children have better opportunities in school. Social class has a major affect on educational achievement in schools as‚ “low income is a strong predictor of low performance” (Rowntree Foundation 2007‚ p.1). Marxist sociologists like Bowles and Gintis (1976) and Willis (1977) believe in the reproduction of labour‚ meaning working class children end up leaving school into working class jobs‚ as the educational system is focused on creating a docile‚ obedient future workforce. This suggests
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(3) 6) Who saw education as a system of role allocation? (1) 7) Give two criticisms of this theory. (2) 1. 2. 8) In what way is the theory of Bowles and Gintis a Marxist theory? (3) 9) What did Bowles and Gintis mean by ‘jug and mug’ theory? (1) 10) What was Willis’s main method of investigation? (1) 11) State 2 criticisms of Willis’s Learning to Labour. (2) 12) What did Douglas see as the single most important
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Using material from item ‘a’ and elsewhere assess the contribution of Marxism to our understanding of the roles of education in society. Item A Marxists take a critical view of the role of education. Capitalist society is essentially a two-class system‚ with a ruling class exploiting the working class. Marxist see education as being run in the interests if the ruling class. For example‚ Althusser argues that education is an important ideological state apparatus that helps to control people’s
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to justify and reproduce social inequalities is one from a Marxist perspective. They believe that capitalism creates inequality and allows those with wealth to keep theirs. Bowles and Gintis argue that there is a very close relationship between education and work. This is called the correspondence principle. Bowles and Gintis argue that in a capitalist society they are known to give children different types of education based on the class than on their actual ability. Meaning that schools will give
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discrimination and failure without any sign of protest. In 1977‚ Bourdieu called the act of accepting failure and higher class authority “Symbolic Violence”. Education acts as a reproduction tool for the capitalist relations of production‚ Bowles and Gintis (1976) argues. The capitalist relations of production is the hierarchy structure of workers
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