Marxism
Marxist view - Bourgeoisie exploit the proletariat - produce the goods and services to sell in
return for a wage, that is nowhere near the wage of the bourgeoisie who own the means of
production
Economic base (infrastructure) largely shapes society (the superstructure)
Ruling class ideology produces false class consciousness (subject class feel they deserve
what they have)
Meritocracy is a myth
Althusser (1972)
Reproduction of labour
- Reproduction of skill
- Reproduction of ruling class ideology
= efficient and obedient workforce
Subject class belvie they get what they deserve then they are unlikely to challenge the
bourgeoisie
Ideological state apparatus - mass media, law, religion, education
In pre-capitalist society the church was the main ideological state apparatus.
Repressive state apparatus - army, prison, police - based on force → Althusser belives the
RSA is less affective than ISA
Evaluation
-
- Little evidence
- Pictures society as cultural dopes -
possibly accepting society
- People don’t always follow the
bourgoisie
Bowles + Ginitis
Education = production of labour
Hidden curriculum - interpersonal behaviour + personalities it pumps children full of
, Correspondence theory - close similarities between social relationships in the workforce and
at school.
Creation of an obedience motivated and hard working workforce
Done via:
1. Submission to authority
- Study done ( by Bowles + Gintis) of 237 senior students, new york
- Higher grades = personality of subordinary and discipline
- low = creativity and aggressiveness
Certain characteristics are favoured = subvertient workforce
Teacher → student
Boss → worker
2. External rewards
Exam success = uni offers = good job
Work = wage
3. Legitimising inequality
Idea that school is a meritocracy - you get what you deserve, if you get good grades then
you will do well in life
Those with highest grades - highest jobs
They argue that educational attainment relates to family
Evaluation
-
- Sees educational attainment
determined by the economy -
ignores society
- Too much emphasis on capitalism
- Resistance to schools? Not
everyone obeys
- What about how the family affects
the educational attainment
Marxist view - Bourgeoisie exploit the proletariat - produce the goods and services to sell in
return for a wage, that is nowhere near the wage of the bourgeoisie who own the means of
production
Economic base (infrastructure) largely shapes society (the superstructure)
Ruling class ideology produces false class consciousness (subject class feel they deserve
what they have)
Meritocracy is a myth
Althusser (1972)
Reproduction of labour
- Reproduction of skill
- Reproduction of ruling class ideology
= efficient and obedient workforce
Subject class belvie they get what they deserve then they are unlikely to challenge the
bourgeoisie
Ideological state apparatus - mass media, law, religion, education
In pre-capitalist society the church was the main ideological state apparatus.
Repressive state apparatus - army, prison, police - based on force → Althusser belives the
RSA is less affective than ISA
Evaluation
-
- Little evidence
- Pictures society as cultural dopes -
possibly accepting society
- People don’t always follow the
bourgoisie
Bowles + Ginitis
Education = production of labour
Hidden curriculum - interpersonal behaviour + personalities it pumps children full of
, Correspondence theory - close similarities between social relationships in the workforce and
at school.
Creation of an obedience motivated and hard working workforce
Done via:
1. Submission to authority
- Study done ( by Bowles + Gintis) of 237 senior students, new york
- Higher grades = personality of subordinary and discipline
- low = creativity and aggressiveness
Certain characteristics are favoured = subvertient workforce
Teacher → student
Boss → worker
2. External rewards
Exam success = uni offers = good job
Work = wage
3. Legitimising inequality
Idea that school is a meritocracy - you get what you deserve, if you get good grades then
you will do well in life
Those with highest grades - highest jobs
They argue that educational attainment relates to family
Evaluation
-
- Sees educational attainment
determined by the economy -
ignores society
- Too much emphasis on capitalism
- Resistance to schools? Not
everyone obeys
- What about how the family affects
the educational attainment
