Neo-Marxism

Perspective/theory in general Neo-Marxisms a loose term for various twentieth-century approaches that amend or extend Marxism and Marxist theory, usually by incorporating elements from other intellectual traditions, such as critical theory, psychoanalysis, or existentialism. Neo-marxism draws on the ideas of Karl Marx and Friedrich Engels, but amends or extends these, usually by incorporating elements from other intellectual traditions such as, for example, psychoanalysis (as in the case of critical theory), Weberian sociology (as in Erik Olin Wright's theory of contradictory class locations), or anarchism (as in the example of critical criminology).

Criticisms of Neo-Marxism One Neo-Marxist critic, Louis Althusser, set out to solve how a society was able to reproduce its basic social relations, thereby ensuring its continued existence, considering “ideological state apparatuses, interpellations, imaginary relations, and overdetermination.” Althusser believed that “one tactically learns the practice of obedience to authority, for dominant social order would not survive if it relied only on force.” The proposal of these new adaptations to Marxist theory suggest that while Marx’s concept was restricted to the economic system, these concepts relative to all systems of society (state, law and economic) provided the social structures for one’s ‘objective character.’

View on Education Working-Class pupils do not passively accept everything they’re taught, but actively shape their own education and sometimes resist the discipline imposed on them by school. Schools are sites of ideological struggle for different classes, ethnic, single group but they do not have all the power. The education system possesses relative autonomy from the economic base: that is, it has some independence and is not always shaped by the needs of capitalist economy

Research evidence Willis visited a school, he observed and interviewed 12 working class rebellious boys about their attitude to school during their last 18 months at school and during their first few months at work. Willis states that pupils who are rebelling, is evidence that not all pupils are brainwashed into being passive, subordinate people by the hidden curriculum. Willis therefore criticizes Traditional Marxism. He says that pupils are not directly injected with the values and norms that benefit the ruling class, some actively reject these. These pupils also realise that they have no real opportunity to succeed in this system. But, Willis still believes that this counter-school culture still produces workers who are easily exploited by their future employers: