1. How can I improve my essay?
L.O.
What is the Marxist explanation of
the role of education in society?
How does this view compare to
another explanation?
What are the strengths and
weaknesses of the Marxist view?
2. Pictionary?
Can you
say…
What for?
Why?
Specialist
key terms?
10. .
• http://www.youtube.com/watch?v=A993UYg3M
NY
• Watch the clip – montage of different clips/
images showing the Marxist perspective on the
role of education
• Give me three… points about the Marxist
perspective about the role of education
• Can you give me an alternative view/explanation
about the role of education?
• Can you … give me an evaluation point of the
Marxist perspective? (Strength or weakness).
11. Practice question
Read Item A and answer the question that follows:
Item A
Marxism is a conflict view that sees society as based on class divisions and
exploitation. Education functions in the interests of the ruling class in a number
of ways. Althusser argues that education is an ideological state apparatus
controlling people’s ideas, values and beliefs.
In particular, education reproduces class inequality, failing each generation of
working-class pupils in turn. It also legitimates class inequality by producing
ideologies that disguise its true cause. Education tries to convince people that
inequality is inevitable and that failure is the fault of the individual. Marxists
agree that education takes place in the ‘long shadow of work’.
Other sociologists such as functionalists and the New Right disagree with
Marxists. They argue that education performs positive functions for society as a
whole.
Question: Using material from Item A and elsewhere, assess the
Marxist explanations of the role of education in society. (20
marks)
12. Practice question
Read Item A and answer the question that follows:
Item A
Marxism is a conflict view that sees society as based on class divisions and
exploitation. Education functions in the interests of the ruling class in a number
of ways. Althusser argues that education is an ideological state apparatus
controlling people’s ideas, values and beliefs.
In particular, education reproduces class inequality, failing each generation of
working-class pupils in turn. It also legitimates class inequality by producing
ideologies that disguise its true cause. Education tries to convince people that
inequality is inevitable and that failure is the fault of the individual. Marxists
agree that education takes place in the ‘long shadow of work’.
Other sociologists such as functionalists and the New Right disagree with
Marxists. They argue that education performs positive functions for society as a
whole.
Question: Using material from Item A and elsewhere, assess the
Marxist explanations of the role of education in society. (20
marks)
13. Learning Mentors
• Mentor is a guide/teacher/supporter/advisor
• How can I be a good mentor to my learning
partner?
14. Feedback
• Read each other’s work
• Using the guidance mark on the work where they
have
• Explained points about the Marxist view of
society and their view about the role of
education.
• Compared the Marxist view to an alternative
view e.g. Functionalism on the role of education
• Spoke about the weaknesses or strengths of the
Marxist view
15. Mark in green where the student
explained points about the Marxist views.
Have they:
Outlined the main views of Marxism?
Explained the main Marxist concepts; Class Conflict; Capitalism; owners of the means of
production; exploitation of the working classes; threat of a revolution; social institutions such
as education create ideologies to maintain capitalism; create false consciousness; legitimate
(allow) inequality?
Have they:
Mentioned Althusser. Talked about how the state has 2 elements that help to keep the
capitalists in power; the Repressive State Apparatus (police/army/courts)and the Ideological
state apparatus (education/media/religion). Said how education reproduces class inequality
and legitimates inequality?
Mentioned Bowles and Gintis. Talked about why capitalism needs an obedient workforce
and linked this to the role of education. Mentioned the correspondence principle or how
school mirrors work. Talked about how the hidden curriculum prepares students for work
and the myth of meritocracy. Mentioned Paul Willis’ Learning to Labour study.
16. Mark in orange where the student
compared points about the Marxist views
• .Mentioned the Functionalist perspective that sees education as a
meritocratic fair system that prepares us for our roles in society and
acts as society in miniature ensuring that the most talented are
allocated the most important roles.
Mentioned that the Feminist views argue that schools reproduce
capitalism and patriarchy. Willis’ study concentrated on class
inequality but what about gender inequality?
Mentioned that Postmodernists think the Marxist view is out of date;
the correspondence theory no longer exists; class system no longer
operates as society is much more diverse and separated. There is
diversity and choice.
17. Mark in red where the student evaluated the
strengths and weaknesses of Marxism
Mentioned a strength: although Marxists have been
criticised they do highlight how education has maintained
class inequality they have exposed the myth of meritocracy.
Marxists disagree amongst themselves: Bowles and Gintis take a deterministic view that
students passively accept indoctrination yet Willis’ study shows how boys can reject the
system of meritocracy and form subcultures.
Willis’ study was very small and only focused on boys what about
gender; ethnicity?
Willis has been criticised as romanticising the lads and presenting them
as working-class heroes despite their anti-school homophobic/sexist
attitudes. His study is likely to be representative.
18. What do I need to do to improve my
answer?
• I can improve my explanation by…
• I can improve the comparison of the Marxism
explanation by…
• I can improve the evaluation of the Marxism
explanation by…
19. .
Cloak Sledge Tourist Machine
- Show how each of these random words might link to today’s
lesson.
- Explain the influence or link
Adapted Edward De Bono’s ‘How to Have Creative Ideas’. See
www.edwarddebono.com
http://www.fieryideas.com/the-supertimer-19-c.asp
Back to
Plenaries
Editor's Notes
Tiered progression learning objective – relates to grading in exam Green- AO 1 Amber- comparison/discuss elaborate AO 1/2 Red- analyse/evaluate A0 2
symbol/comparison answer the questions and share with your partner then the rest of the class. Green A0 1/ Red outlined box (blue!) A0 2
Traditional/ consensus
Chubb and Moe- marketisation of education
Marketisation of educationvs state control
Meritocracy open competition – NR and Functionalist view
Highlight key terms/ideas – Green. Highlight different viewpoints to Marxism in orange.
Highlight key terms/ideas – Green. Highlight different viewpoints to Marxism in orange.
Did you know the best way to learn is to teach someone? You are going to guide/coach/teach a partner and give then support and guidance to improve their answer.
Use the coloured pens to mark where they have done this. Green/orange/red
Using coloured pens (green/orange/red) identify where the student has… they may not have done all of the points
