CIV3701
Assignment 1 Semester 2 2026
Due date: 13 August 2026
Schooling, Social Reproduction, Resistance and Interpretivism
1. Introduction
Schooling is a major social institution because it does more than provide formal knowledge and
academic qualifications. Schools also communicate values, expectations and ideas about authority,
acceptable behaviour, work and success. Their organisation often reflects the wider economic,
political and cultural arrangements found in society (Feinberg and Soltis, 2009:3–7). From a
functionalist position, schooling supports social continuity by preparing young people to participate in
existing institutions, while conflict perspectives show that the same process may preserve unequal
class relations (Feinberg and Soltis, 2009:7–9). Social reproduction explains how educational
practices can carry existing inequalities from one generation to another, whereas resistance draws
attention to learners who reject school authority and dominant expectations. Interpretivism adds
another dimension by examining how teachers and learners understand their actions within particular
, Schooling, Social Reproduction, Resistance and Interpretivism
1. Introduction
Schooling is a major social institution because it does more than provide formal
knowledge and academic qualifications. Schools also communicate values,
expectations and ideas about authority, acceptable behaviour, work and success.
Their organisation often reflects the wider economic, political and cultural
arrangements found in society (Feinberg and Soltis, 2009:3–7). From a functionalist
position, schooling supports social continuity by preparing young people to
participate in existing institutions, while conflict perspectives show that the same
process may preserve unequal class relations (Feinberg and Soltis, 2009:7–9).
Social reproduction explains how educational practices can carry existing
inequalities from one generation to another, whereas resistance draws attention to
learners who reject school authority and dominant expectations. Interpretivism adds
another dimension by examining how teachers and learners understand their actions
within particular situations. This essay critically discusses social reproduction,
cultural inequality, Willis’s account of student resistance and the contribution of
interpretivism to understanding everyday school life.
2. Relationship between schooling, social reproduction, resistance, and
interpretivism
2.1 Schooling and Social Reproduction
Social reproduction refers to the process through which existing class relationships,
cultural differences and unequal social positions are maintained across generations.
In education, reproduction occurs when schools prepare learners for social positions
similar to those already occupied by their families or communities. Conflict theorists
challenge the belief that schooling simply identifies talent and allocates rewards
according to merit because learners enter school with unequal resources,
experiences and opportunities (Feinberg and Soltis, 2009:51–55). Learners from
privileged families may have access to books, technology, stable study environments
and adults who understand school expectations, while learners from poorer
Assignment 1 Semester 2 2026
Due date: 13 August 2026
Schooling, Social Reproduction, Resistance and Interpretivism
1. Introduction
Schooling is a major social institution because it does more than provide formal knowledge and
academic qualifications. Schools also communicate values, expectations and ideas about authority,
acceptable behaviour, work and success. Their organisation often reflects the wider economic,
political and cultural arrangements found in society (Feinberg and Soltis, 2009:3–7). From a
functionalist position, schooling supports social continuity by preparing young people to participate in
existing institutions, while conflict perspectives show that the same process may preserve unequal
class relations (Feinberg and Soltis, 2009:7–9). Social reproduction explains how educational
practices can carry existing inequalities from one generation to another, whereas resistance draws
attention to learners who reject school authority and dominant expectations. Interpretivism adds
another dimension by examining how teachers and learners understand their actions within particular
, Schooling, Social Reproduction, Resistance and Interpretivism
1. Introduction
Schooling is a major social institution because it does more than provide formal
knowledge and academic qualifications. Schools also communicate values,
expectations and ideas about authority, acceptable behaviour, work and success.
Their organisation often reflects the wider economic, political and cultural
arrangements found in society (Feinberg and Soltis, 2009:3–7). From a functionalist
position, schooling supports social continuity by preparing young people to
participate in existing institutions, while conflict perspectives show that the same
process may preserve unequal class relations (Feinberg and Soltis, 2009:7–9).
Social reproduction explains how educational practices can carry existing
inequalities from one generation to another, whereas resistance draws attention to
learners who reject school authority and dominant expectations. Interpretivism adds
another dimension by examining how teachers and learners understand their actions
within particular situations. This essay critically discusses social reproduction,
cultural inequality, Willis’s account of student resistance and the contribution of
interpretivism to understanding everyday school life.
2. Relationship between schooling, social reproduction, resistance, and
interpretivism
2.1 Schooling and Social Reproduction
Social reproduction refers to the process through which existing class relationships,
cultural differences and unequal social positions are maintained across generations.
In education, reproduction occurs when schools prepare learners for social positions
similar to those already occupied by their families or communities. Conflict theorists
challenge the belief that schooling simply identifies talent and allocates rewards
according to merit because learners enter school with unequal resources,
experiences and opportunities (Feinberg and Soltis, 2009:51–55). Learners from
privileged families may have access to books, technology, stable study environments
and adults who understand school expectations, while learners from poorer
