Education
01 Outline two ways in which globalisation may have had an influence on educational
policies in the UK. [4 marks]
Globalisation has lead to universal league tables, for example the PISA is a universal league
table that shows countries around the world what policies are enforced to help their schools
thrive. It allows countries to enforce new policies based on other countries to make the
education system better. Countries are essentially in competition with each other.
Globalisation has also had an influence on the curriculum in schools. Schools now incorporate
cultural teachings into the curriculum especially due to immigration. For example, more schools
are including Arabic as a language taught in school.
02 Outline three reasons why some working-class boys join anti-school subcultures.
[6 marks]
One reason why W/C boys join anti-school subcultures is due to labelling. W/C pupils are
usually labelled as disruptive or low in ability. This creates a self-fulfilling prophecy in which
these behaviours are acted out. Often W/C boys with this label become isolated and then find
comfort in anti-school subcultures where their values are shared.
Another way W/C boys may join anti-school subculture is due to cultural deprivation. W/C boys
typically have attitudes and values like fatalism and collectivism taught to them through
socialisation. This means they promote peer groups because they don’t see the value in
education.
Another reason why W/C boys may join anti-school subculture is due to setting and streaming.
W/C boys are most likely to be found in the lower sets where the environment is based around
managing behaviour as opposed to challenging work. Therefore because boys also feel
scrutinised by teachers they rebel and form anti-school subcultures.
, 03 Read item A below and answer the question that follows
Item A
Some sociologists claim that the curriculum taught in schools today prioritises some
cultures over others. Research also suggests that teacher expectations can be based on
stereotypes. Teaching and learning in schools may affect the educational experiences of
minority ethnic groups.
Applying material from Item A, analyse two ways in which teaching and learning in
schools may affect the educational experiences of minority ethnic groups.
[10 marks]
Troyna and Williams argue that the curriculum taught in schools “…prioritises some culture over
others”... They argue that some schools are ethnocentric and focus solely on the culture of
white middle class students. This means that ethnic minorities feel marginalised in school and
don’t feel like they fit in with other students. Furthermore, by not being represented in what is
being taught students may disengage from lessons essential for exams.
One strength of this theory is that it acknowledges the impact of an ethnocentric curriculum on
ethnic minorities and can encourage policies that enforce a more inclusive curriculum. On the
other hand, the theory fails to acknowledge that many students from ethnic minorities thrive
eventhough the curriculum does not reflect them.
Other sociologists like Gilbourn and Youdell argue that "teacher expectations can be based on
stereotypes". It is believed that many teachers within the education system have racialised
expectations of their students which means they are treated / taught differently to others.
These stereotypes can lead to misinterpretation of behaviour such as assuming conflict or
aggression from young black boys in particular. Factors like this can lead to negative labelling,
higher exclusion rates, and lower encouragement from teachers. Therefore, ethnic minorities
reject school and have low achievement.
One strength of this theory is that it can be used to explain higher exclusion rates amongst
young black boys and why they achieve less than other ethnic minorities. On the other hand,
this theory neglects the idea of the self-negating prophecy in which students can reject their
labels or stereotypes and achieve high grades in school. An example of this is Fuller's study.
01 Outline two ways in which globalisation may have had an influence on educational
policies in the UK. [4 marks]
Globalisation has lead to universal league tables, for example the PISA is a universal league
table that shows countries around the world what policies are enforced to help their schools
thrive. It allows countries to enforce new policies based on other countries to make the
education system better. Countries are essentially in competition with each other.
Globalisation has also had an influence on the curriculum in schools. Schools now incorporate
cultural teachings into the curriculum especially due to immigration. For example, more schools
are including Arabic as a language taught in school.
02 Outline three reasons why some working-class boys join anti-school subcultures.
[6 marks]
One reason why W/C boys join anti-school subcultures is due to labelling. W/C pupils are
usually labelled as disruptive or low in ability. This creates a self-fulfilling prophecy in which
these behaviours are acted out. Often W/C boys with this label become isolated and then find
comfort in anti-school subcultures where their values are shared.
Another way W/C boys may join anti-school subculture is due to cultural deprivation. W/C boys
typically have attitudes and values like fatalism and collectivism taught to them through
socialisation. This means they promote peer groups because they don’t see the value in
education.
Another reason why W/C boys may join anti-school subculture is due to setting and streaming.
W/C boys are most likely to be found in the lower sets where the environment is based around
managing behaviour as opposed to challenging work. Therefore because boys also feel
scrutinised by teachers they rebel and form anti-school subcultures.
, 03 Read item A below and answer the question that follows
Item A
Some sociologists claim that the curriculum taught in schools today prioritises some
cultures over others. Research also suggests that teacher expectations can be based on
stereotypes. Teaching and learning in schools may affect the educational experiences of
minority ethnic groups.
Applying material from Item A, analyse two ways in which teaching and learning in
schools may affect the educational experiences of minority ethnic groups.
[10 marks]
Troyna and Williams argue that the curriculum taught in schools “…prioritises some culture over
others”... They argue that some schools are ethnocentric and focus solely on the culture of
white middle class students. This means that ethnic minorities feel marginalised in school and
don’t feel like they fit in with other students. Furthermore, by not being represented in what is
being taught students may disengage from lessons essential for exams.
One strength of this theory is that it acknowledges the impact of an ethnocentric curriculum on
ethnic minorities and can encourage policies that enforce a more inclusive curriculum. On the
other hand, the theory fails to acknowledge that many students from ethnic minorities thrive
eventhough the curriculum does not reflect them.
Other sociologists like Gilbourn and Youdell argue that "teacher expectations can be based on
stereotypes". It is believed that many teachers within the education system have racialised
expectations of their students which means they are treated / taught differently to others.
These stereotypes can lead to misinterpretation of behaviour such as assuming conflict or
aggression from young black boys in particular. Factors like this can lead to negative labelling,
higher exclusion rates, and lower encouragement from teachers. Therefore, ethnic minorities
reject school and have low achievement.
One strength of this theory is that it can be used to explain higher exclusion rates amongst
young black boys and why they achieve less than other ethnic minorities. On the other hand,
this theory neglects the idea of the self-negating prophecy in which students can reject their
labels or stereotypes and achieve high grades in school. An example of this is Fuller's study.
