Name/policy/ Type/ Theory
Study Year
Durkheim Functionali Education teaches specialist skills through subjects with specialised s
st which get narrowed down through curriculum. It also creates social so
Mariam David Ethnocentric curriculum
Parsons Functionali Education is a focal socialisation agent. School bridges the gap betwe
st particularistic values taught in the home and the universalistic values
workplace. Education also turns ascribed status earnt at home into ac
status through meritocracy. Selecting and allocating students to their
professions through choosing subjects as you get older.
Davis and Moore Functionali Role allocation- school matches students to subjects they are good at
st their skills and characteristics this is done through the subject require
different levels of education.
Blau and Duncan Functionali The economy relies on its human capital. A meritocratic education do
st lets the person get a job based on their own skills. Makes most effecti
talents and productivity.
Althusser Marxist ISA and RSA. School teaches through the ISA that capitalism is the on
society through discrediting other systems, presenting values of capit
being normal, and implying success is meritocratic.
Bowls and Gintis Marxist Studied 237 schools in New York, intelligence was rewarded however
was. Creativity and independence were actively punished. Correspond
principle where school mirrors the workplace through aspects such as
division of subjects, and hierarchy. Hidden curriculum teaches studen
survive in the workplace through authority, obedience, and the lack o
Willis’ Working 1977 Studied WC boys in an industrial town and found that teachers have l
Lads: learning to expectations and they had low expectations of school. They chose ma
labour laborious subjects as they were more masculine rather that the femin
labour of written subjects. They didn’t see the point in trying in schoo
knew there was a job waiting for them after it
Bourdieu Cultural capital. Activities people do that have some association with
Class can’t be reduced just to wealth- poor upper class vs wealthy wo
Douglas/ Parental encouragement is the most important factor in educational s
Goodman & its mostly shown through middle class parents. Children may put in m
Gregg their parents encourage them as they also show children the value of
through asking what they’ve done at school that day.
Archer et al For middle class children school and home are very similar whereas w
children experience a ‘culture clash’
Robson Middle class activities are going to museums, theatres, etc and that w
to educational success whereas working class activities don’t.
Hirsch American working-class pupils don’t have cultural literacy where they
understand key ideas, events, and phrases that American students sh
Bernstein Middle class pupils use the elaborate code which adds detail and cont
explanations which students need in exams whereas working class us
restricted code which limits the detail they go into so in exams they d
necessary details they need to succeed.
Sugarman Middle class students have a future orientation and deferred gratifica
Working class students have present time orientations and instant gra
Keddie It’s not cultural deprivation it’s just different cultures. Schools teach m
values, but we should adapt to teach students in ways they would und
Howard Working class children tend to eat less healthy leading to a lack of en
nutrition in school. This will directly cause underperformance.
Flaherty 20% of those eligible for free school meals do not take them up due t
embarrassment. Things like free school meals carry a stigma around
Callender and Working class students are 5 times less likely to apply for university d
Jackson debt. University grants have been replaced by larger loans for low-inc
students since 2010.
Waldfogel and Found a pattern with low quality housing and underachieving within G
Washbrook students.
, Becker Teacher being a moral entrepreneur creates a label, student assumes
be true, students act as though the label is true, and then the label be
self-fulfilling prophecy. The idea of an ideal pupil is based not just on
and hard work but also speech, dress, personality, relationships with
conformity, and enthusiasm.
Harvey & Slatin Showed photographs of children to 96 primary school teachers, and fo
white, middle-class students were identified as more likely to succeed
poorer and non-white pupils were expected to underperform.
Pygmalion in the Rosenthal Field experiment that took place in a school with predominantly lower
classroom and pupils. They conducted a fake IQ test on a group of students, they cho
Jackson randomly and labelled them as ‘academic spurters’, they then told th
these students names. At the end of the school year a second test wa
and those who had been labelled as ‘spurters’ had an average increas
points in their score compared to the 8 points of the other students. T
had subtly and unconsciously encouraged the performance they expe
meaning they were warmer to those students compared to the others
class.
Rist Studied an American kindergarten, found that they used information a
backgrounds in order to place students in separate groups. Each grou
separate tables- ‘Tigers’ were seated near the teacher and were show
encouragement. ‘Cardinals’ and ‘Clowns’ were the other two groups w
seated further away, given more resources at lower levels, and less
encouragement. This all happened on the first day.
Mirza Feminist? Studied a school in London with Afro Caribbean girls with racist teach
these girls were aware of their labels and worked against them. Didn’
self-fulfilling prophecy. If girls achieved less, it was due to a lack of su
Gillborn and 2000 Schools are interested in students who are going to achieve grades be
Youdell and C- so they disregard students who could be moved from lower gra
(the A-C because they won’t really count for anything.
economy)
Lacey 1970 After being put into sets, students were polarised (opposite)- those in
adopt the values of schooling, those in bottom sets not only believed
wouldn’t achieve highly but also rejected the other values of school.
Cohen Functionali Working class students start school with the wrong values to succeed
st inevitable failure. They suffer from ‘status frustration’ where they can
so they hate the systems that prevent them from holding high status.
Mac an Ghaill 1994 Found that white working class and Asian boys formed ‘academic ach
‘new enterprises’ who committed to vocational education and techno
subscribed to the values of the school – they achieved better because
because of the individual students’ values.
The Butler Act 1944 Created the tripartite system. Gramar schools-these schools were off
those who passed the 11+, most academic schools. Secondary Moder
‘mixed’ schools that offered academic courses but also vocational cou
renamed comprehensive schools. Technical schools- would offer techn
courses and vocational training, most of the converted to comprehen
in the 1970s.
Education 1988 Introduced national curriculum, GCSEs, league tables, OFSTED, open
Reform Act Margaret formular funding, and section 28.
Thatcher
National Literacy 1997 Recognised that standards in the UK hadn’t improved since the 40s a
Hour 11-year-olds were reaching expected targets. Set a literacy target tha
11-year-olds would reach a suitable standard in English by 2002, and
2010.
Coalition Improved teaching standards, improved standards for student behavi
Reforms continued focus on parental choice, teachers need a post grad degree
and the removal of coursework.
Open enrolment 1988 ERA Parents can apply to whatever school they want. If schools have a pla
(Marketplace) must take the student. If the school is full, they can use criteria i.e. sib
Formula Funding 1988 ERA Schools are paid per student, and this amount varies area to area.
Study Year
Durkheim Functionali Education teaches specialist skills through subjects with specialised s
st which get narrowed down through curriculum. It also creates social so
Mariam David Ethnocentric curriculum
Parsons Functionali Education is a focal socialisation agent. School bridges the gap betwe
st particularistic values taught in the home and the universalistic values
workplace. Education also turns ascribed status earnt at home into ac
status through meritocracy. Selecting and allocating students to their
professions through choosing subjects as you get older.
Davis and Moore Functionali Role allocation- school matches students to subjects they are good at
st their skills and characteristics this is done through the subject require
different levels of education.
Blau and Duncan Functionali The economy relies on its human capital. A meritocratic education do
st lets the person get a job based on their own skills. Makes most effecti
talents and productivity.
Althusser Marxist ISA and RSA. School teaches through the ISA that capitalism is the on
society through discrediting other systems, presenting values of capit
being normal, and implying success is meritocratic.
Bowls and Gintis Marxist Studied 237 schools in New York, intelligence was rewarded however
was. Creativity and independence were actively punished. Correspond
principle where school mirrors the workplace through aspects such as
division of subjects, and hierarchy. Hidden curriculum teaches studen
survive in the workplace through authority, obedience, and the lack o
Willis’ Working 1977 Studied WC boys in an industrial town and found that teachers have l
Lads: learning to expectations and they had low expectations of school. They chose ma
labour laborious subjects as they were more masculine rather that the femin
labour of written subjects. They didn’t see the point in trying in schoo
knew there was a job waiting for them after it
Bourdieu Cultural capital. Activities people do that have some association with
Class can’t be reduced just to wealth- poor upper class vs wealthy wo
Douglas/ Parental encouragement is the most important factor in educational s
Goodman & its mostly shown through middle class parents. Children may put in m
Gregg their parents encourage them as they also show children the value of
through asking what they’ve done at school that day.
Archer et al For middle class children school and home are very similar whereas w
children experience a ‘culture clash’
Robson Middle class activities are going to museums, theatres, etc and that w
to educational success whereas working class activities don’t.
Hirsch American working-class pupils don’t have cultural literacy where they
understand key ideas, events, and phrases that American students sh
Bernstein Middle class pupils use the elaborate code which adds detail and cont
explanations which students need in exams whereas working class us
restricted code which limits the detail they go into so in exams they d
necessary details they need to succeed.
Sugarman Middle class students have a future orientation and deferred gratifica
Working class students have present time orientations and instant gra
Keddie It’s not cultural deprivation it’s just different cultures. Schools teach m
values, but we should adapt to teach students in ways they would und
Howard Working class children tend to eat less healthy leading to a lack of en
nutrition in school. This will directly cause underperformance.
Flaherty 20% of those eligible for free school meals do not take them up due t
embarrassment. Things like free school meals carry a stigma around
Callender and Working class students are 5 times less likely to apply for university d
Jackson debt. University grants have been replaced by larger loans for low-inc
students since 2010.
Waldfogel and Found a pattern with low quality housing and underachieving within G
Washbrook students.
, Becker Teacher being a moral entrepreneur creates a label, student assumes
be true, students act as though the label is true, and then the label be
self-fulfilling prophecy. The idea of an ideal pupil is based not just on
and hard work but also speech, dress, personality, relationships with
conformity, and enthusiasm.
Harvey & Slatin Showed photographs of children to 96 primary school teachers, and fo
white, middle-class students were identified as more likely to succeed
poorer and non-white pupils were expected to underperform.
Pygmalion in the Rosenthal Field experiment that took place in a school with predominantly lower
classroom and pupils. They conducted a fake IQ test on a group of students, they cho
Jackson randomly and labelled them as ‘academic spurters’, they then told th
these students names. At the end of the school year a second test wa
and those who had been labelled as ‘spurters’ had an average increas
points in their score compared to the 8 points of the other students. T
had subtly and unconsciously encouraged the performance they expe
meaning they were warmer to those students compared to the others
class.
Rist Studied an American kindergarten, found that they used information a
backgrounds in order to place students in separate groups. Each grou
separate tables- ‘Tigers’ were seated near the teacher and were show
encouragement. ‘Cardinals’ and ‘Clowns’ were the other two groups w
seated further away, given more resources at lower levels, and less
encouragement. This all happened on the first day.
Mirza Feminist? Studied a school in London with Afro Caribbean girls with racist teach
these girls were aware of their labels and worked against them. Didn’
self-fulfilling prophecy. If girls achieved less, it was due to a lack of su
Gillborn and 2000 Schools are interested in students who are going to achieve grades be
Youdell and C- so they disregard students who could be moved from lower gra
(the A-C because they won’t really count for anything.
economy)
Lacey 1970 After being put into sets, students were polarised (opposite)- those in
adopt the values of schooling, those in bottom sets not only believed
wouldn’t achieve highly but also rejected the other values of school.
Cohen Functionali Working class students start school with the wrong values to succeed
st inevitable failure. They suffer from ‘status frustration’ where they can
so they hate the systems that prevent them from holding high status.
Mac an Ghaill 1994 Found that white working class and Asian boys formed ‘academic ach
‘new enterprises’ who committed to vocational education and techno
subscribed to the values of the school – they achieved better because
because of the individual students’ values.
The Butler Act 1944 Created the tripartite system. Gramar schools-these schools were off
those who passed the 11+, most academic schools. Secondary Moder
‘mixed’ schools that offered academic courses but also vocational cou
renamed comprehensive schools. Technical schools- would offer techn
courses and vocational training, most of the converted to comprehen
in the 1970s.
Education 1988 Introduced national curriculum, GCSEs, league tables, OFSTED, open
Reform Act Margaret formular funding, and section 28.
Thatcher
National Literacy 1997 Recognised that standards in the UK hadn’t improved since the 40s a
Hour 11-year-olds were reaching expected targets. Set a literacy target tha
11-year-olds would reach a suitable standard in English by 2002, and
2010.
Coalition Improved teaching standards, improved standards for student behavi
Reforms continued focus on parental choice, teachers need a post grad degree
and the removal of coursework.
Open enrolment 1988 ERA Parents can apply to whatever school they want. If schools have a pla
(Marketplace) must take the student. If the school is full, they can use criteria i.e. sib
Formula Funding 1988 ERA Schools are paid per student, and this amount varies area to area.
