28.11.2007 (3) A Sociology of Modernity: Benevolent Modernizations II: Education Prof. Dr. Joost van Loon Institut für Soziologie, LMU Nottingham Trent.

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Presentation transcript:

(3) A Sociology of Modernity: Benevolent Modernizations II: Education Prof. Dr. Joost van Loon Institut für Soziologie, LMU Nottingham Trent University, U.K.

Outline Marxism (again) Modernity: Differentiation and Integration (Durkheim) Modern Education (Parsons) The Panopticon (Foucault) Ideology (Althusser) Meritocracy and Social Reproduction (Bourdieu and Passeron)

Marxism division of labour mode of production. alienation Marcuse: One Dimensional Man Braverman: De-Skilling

Durkheim Functional differentiation Problem of integration: fragmentation, contracts and social bonds Mechanical versus Organic Solidarity

Formal functions (manifest): the development of basic cognitive skills: literacy, numeracy as well as more advanced cognitive skills and capacity to learn the development of social skills, moral development and discipline (the formation of citizenship) the means of selection and differentiation according to ability

Latent Functions social reproduction ideological inculcation

Michel Foucault Discipline and Punish From sovereign power to disciplinary power The Docile Body

The Panopticon as a universal principle of disciplinary power Bentham’s Panopticon is the architectural figure of this composition. We know the principle on which it was based: at the periphery, an annular building; at the centre, a tower; this tower is pierced with wide windows that open onto the inner side of the ring; the peripheric building is divided into cells, each of which extends the whole width of the building; they have two large windows, one on the inside, corresponding to the windows of the tower; the other, on the outside, allows the light to cross the cell from one end to the other. All that is needed, then, is to place a supervisor in a central tower and to shut up in each cell a madman, a patient, a condemned man, a worker or a schoolboy (Foucault, 1977: 200).

Louis Althusser: Ideology Contradiction and Over-Determination Repressive State Apparatuses Ideological State Apparatuses Althusser (1971: 162): “Ideology is the imaginary relationship of human beings to their real conditions of existence” Ideology interpellates us as subjects

Social Reproduction: How do schools manage to ensure that those who are born working class will stay working class? Through examinations and certifications (credentials) Through creating social expectations (labelling) Through forming social attitudes and social skills (ideology) Through establishing what counts as valuable knowledge (cultural capital) Through creating networks of associations (social capital)