1. Functionalist View of Education
Social Solidarity
Specialist Skills
Bridge
Society in Miniature
Meritocratic
Role Allocation
Vocational Education

2. Introduction to Marxism
What do you know?
Post-it Notes

4. Final Words
“Go on, get out! Last words are for fools who haven't said enough!” Favourite maxim ... Nihil humani a me alienum puto [Nothing human is alien to me] Favourite motto ... De omnibus dubitandum [Everything must be doubted].”

5. Historical Materialism
Classical Marxism
Historical Materialism
Class Society
Exploitation
Surplus Value
Capitalism
Proletariat
Bourgeoisie
Class Consciousness
Ideology
Alienation
Revolution
Communism

6. Marxism Quotes
From each according to his ability, to each according to his needs.
The history of all hitherto existing society is the history of class struggles.
A spectre is haunting Europe; the spectre of Communism.
The theory of Communism may be summed up in the single sentence: Abolition of private property.
In place of the bourgeois society, with its classes and class antagonisms, shall we have an association, in which the free development of each is the condition for the free development of all.
The bourgeoisie has torn away from the family its sentimental veil, and has reduced the family relation to a mere money relation.”
The proletarians have nothing to lose but their chains. They have a world to win. WORKING MEN OF ALL COUNTRIES, UNITE!
“The oppressed are allowed once every few years to decide which particular representatives of the oppressing class are to represent and repress them.”
Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of soulless conditions. It is the opium of the people.
The philosophers have only interpreted the world, in various ways. The point, however, is to change it.
There is no royal road to science, and only those who do not dread the fatiguing climb of its steep paths have a chance of gaining its luminous summits.
Capitalism: Teach a man to fish, but the fish he catches aren't his. They belong to the person paying him to fish, and if he's lucky, he might get paid enough to buy a few fish for himself.”

7. This is Karl MARX.
Remember his name: he’s one of the most important thinkers of modern(ish) times.
To put it short, this is what he thought:
1. Society is in a state of CONFLICT between the rich and the poor.
2. Society uses a system called CAPITALISM to keep the rich - rich and the poor – poor.
3. CAPITALISM is an economic system where a small minority of society own the FORCES OF PRODUCTION (factories & information).
4. This minority is called the RULING CLASS (or the BOURGEOSIE) – they employ people to work for them to produce goods that they sell.
5. Marx called this arrangement the RELATIONS OF PRODUCTION and argued it EXPLOITED the SUBJECT CLASS (or the PROLETARIAT).

8. http://www.youtube.com/watch?v=JeROnVUADj0 = Capitalism: A Love Story.

9. Capitalism explained…
We live in a CAPITALIST society.
CAPITALISM is an economic system based on the principles of business:
*poorer people (the SUBJECT CLASS or PROLETARIAT being employed by the rich people or the government (the RULING CLASS or BOURGEOSIE) for a wage to make products;
* which are sold to consumers for more than they cost to make
* which results in a SURPLUS of money or PROFIT for the business people.

10. The means of production are the tools, the machines and the materials needed to mass produce goods. These are owned and controlled by the RULING CLASS or BOURGEOSIE.
The RULING CLASS employ the SUBJECT CLASS or PROLETARIAT
They produce goods using these MEANS OF PRODUCTION.

11. The relationship between a boss and a worker is an exploitative one
The relationship between a boss and a worker is an exploitative one. The worker does what the boss tells them.
Everything is for the benefit of the boss (or RULING CLASS).
Nothing is for the benefit of the worker (the SUBJECT CLASS).
We call this miserable relationship between the RULING CLASS and the SUBJECT CLASS, the RELATIONS OF PRODUCTION.
The RELATIONS OF PRODUCTION are about EXPLOITATION and ALIENATION.
It means that people in this CAPITALIST class structure, feel tied to their jobs, tied to their possessions and feel that they just live to work. They lose their sense of humanity.

12. Because making PROFIT basically means ripping people off, the CAPITALISTS or, business people, have to come up with ways to cover up the unfairness. They do it using something called IDEOLOGY.
IDEOLOGY is the way in which people are told to think by those in power.
Because the RULING CLASS are in power, they use IDEOLOGY to make up ways to convince the SUBJECT CLASS that CAPITALISM is normal, fair and right, even though it blatantly isn’t.

13. Society is made up of two main parts: the INFRASTRUCTURE and the SUPERSTRUCTURE.
The INFRASTRUCTURE is the economy of a society; it’s the basic physical and organizational structures needed for a society to function. It’s roads, factories, shops, hospitals , businesses and so on.
The way these factories, shops and businesses are run are exploitative, as you’ve just seen. It involves paying the RULING CLASS too little for what they do and what they produce and then charging them a fortune for stuff they buy as CONSUMERS.

14. THIS IS REALLY STUPID.

15. WHY DO WE LET THIS HAPPEN?

16. http://www.youtube.com/watch?v=VH_DkBI9Qsk – We Want Your Soul.
We don’t “LET IT HAPPEN”. CAPITALIST IDEOLOGY is used by the RULING CLASS to convince us that we need loads of stuff …..
– We Want Your Soul.

17. A bloke called Althusser came up with the idea of IDEOLOGICAL STATE APPARATUS.
This is APPARATUS or equipment
Used by the STATE or RULING CLASS or GOVERNMENT
To push their CAPITALIST norms and values on the people.

18. IF YOU HAVE ON E OF THESE IN YOUR HOME, BEWARE –
IT IS BEING USED BY CAPITALISTS TO HYPNOTISE YOU INTO BELIEVING THAT IT’S NORMAL TO HAVE A BIG BUNCH OF PEOPLE THAT ARE KEPT POOR BY THE RICH.

19. Why can’t we reject these messages?

20. IDEOLOGY was responsible for this FALSE CLASS CONSCIOUSNESS.
Marx argued that there was serious CLASS CONFLICT in CAPITALIST society because of this exploitation.
He argued that the RULING CLASS, in particular, were suffering from FALSE CLASS CONSCIOUSNESS. This means that they were just not aware of how much they were being exploited as workers and consumers.
IDEOLOGY was responsible for this FALSE CLASS CONSCIOUSNESS.

21. I predicted that a REVOLUTION would overthrow the RULING CLASS.
I predicted that there would come a time when the SUBJECT CLASS wouldn’t take this faeces from the CAPITALIST system any more.
I predicted that a REVOLUTION would overthrow the RULING CLASS.

23. We would then have a COMMUNIST society where everything would be owned and controlled by the people.

24. Strengths of Marxism….
It’s a structuralist approach which links the major institutions.
Marxism has been a major influence on Sociology.
Emphasises the importance of the economy unlike functionalism.
Try to link the structural elements of society with the consciousness or thought of the individual – alienation. Acknowledges what people think of the way in which society is organised and their place in it.

25. Functionalists criticise Marxism for over-emphasising conflict when there must be harmony and shared values for social order to be possible.
It is seen as economically deterministic; everything revolves around money.
Classic Marxism has ignored the role of women in society.
What revolution?? Russia and China have actually become capitalist & turned their backs on communism.
Society doesn’t always operate in the interests of the ruling class.

26. Plenary: Karl Marx Bibliography
The Mark Steel Lectures.

27. What is Maxism? Key Terms?
Inequality
Class conflict
Bourgeoisie
Proletariat
False consciousness
Other …

28. Starter: Thinking Critically …
All: (E – D grade) Identify key Marxist Terms.
Most: (C –B) Explain the Marxist View of Education.
Some: (A-A*) Critically evaluate the Marxist View of Education.
What is the purpose of education?
Is there anything that happens in schools that you feel has no purpose?
What have you really learned this week?
Could you learn effectively without schools?
Would society suffer if schools did not exist?

29. Put your name on a post-it note and stick where you are on this debate
Activity:
The education system is a myth making machine which reproduces inequality and teaches conformity
Disagree 10
Agree
Put your name on a post-it note and stick where you are on this debate

30. Marxist Theory of Education:
Recap the basics of Marxist Theory.
The main role of education is to produce an efficient, submissive, obedient workforce to help maintain the unequal capitalist society (structure) i.e. Education benefits the R/C. It legitimises these inequalities through the myth of ‘meritocracy’.
Education is an ideological tool that controls the W/C. Education will only be fair once the W/C have instigated a revolution & communism replaces capitalism.
The main Marxist thinkers here are:
Bowles & Gintis (1976)
Althusser (1970)
Willis (1977)
Illich

31. Marxist Theory of Education:

32. Athusser(1970) Education as an Ideological State Apparatus
Althusser takes a theoretical approach to education i.e. his work is not based on research. He argues that the W/C are controlled by the R/C through 2 types of ‘Apparatus’:
Physical control through institutions such as the justice system & the military.
Repressive State Apparatus:
The more successful the I.S.As are at passing on R/C Dominant Ideology, the less work the R.S.As have to do.
Control over the way the W/C think. These apparatus pass on Dominant Ideology (no physical force is used). This is done through institutions such as the family, religion & education. The R/C pass on their ideas & beliefs.
Ideological State Apparatus:

33. Education is the most important ISA
REPRODUCES Inequalities. Education system fails WC children generation after generation.
LEGITIMISES Produces ideologies which justify and disguise inequality. Workers accept their subordinate position.

34. Althusser 1971
A neo-Marxist, Althuser looked at how we are ‘conned’ into accepting this inequality in education. He argued that the education system is part of the ‘superstructure’ which controls the ‘economic base’ (ie, helps capitalism)
He argues that education is a part of the ‘ideological state appartus’ (ISA) which is the idea that the bourgeoisie control people’s ideas, values and beliefs (through systems like family, education and religion)
Children are prepared in school for their exploitation in the workplace according to Althusser

35. How are children prepared for work?
Via the hidden curriculum – Students learn to follow orders and instructions at school thus preparing them for the same at work.

36. Althusser believes that education has replaced religion as the most important I.S.A.
The education system passes on R/C ideology & teaches basic skills needed to perform within a capitalist society.
The W/C are essentially forced to fail & end up taking up low status, low paid, alienating work roles.
The R/C ‘go to the top of the pile’ & go on to university where they are trained to fill their R/C roles.
Meritocracy is a Myth that has to be constantly reinforced so that inequalities are justified (False Class Consciousness)
All of this means that Social Class Inequalities are Reproduced (The Reproduction of Social Class Inequalities.)
Remember, Althusser’s work is only ‘Theory Based’ & lacks research evidence. Willis (1970) shows how not all of the W/C are controlled by I.S.A.

37. Althusser - Critique
 Althusser’s work is only ‘Theory Based’ & lacks research evidence.  Willis (1970) shows how not all of the W/C are controlled by I.S.A.

38. Bowles and Gintis (1976): schooling in capitalist America.
School is not about merit.
Schools reward the personality traits of students who are submissive and compliant.
Students who show independence and creativity get low grades those who conform get high grades.
Questionnaires with 237 New York high school students.

39. The long shadow of work
The role of education is to prepare young people for work in capitalism. To accept low-pay, alienation, orders and hard work.

40. The myth of meritocracy
The myth of meritocracy legitimises inequality. Individualises educational failure. Makes WC accept inequality. Justifies poverty as ‘poor are dumb’.

41. Bowles & Gintis (1970) ‘Schooling in Capitalist America’ (Education & the Long Shadow of Work)
Bowles & Gintis researched schools in the USA & concluded that the role of education is the reproduction of the workforce.
This is often referred to as Correspondence Theory as they believe that there is a link between Education & the world of Work.
Education is a ‘Myth Making Machine’ designed to justify inequality by promoting the idea that failure is due to lack of hard work rather than injustices & inequalities within the capitalist society i.e.:
> Educational Achievement is based on Merit
> Education is the path to success in work
> Those at the top deserve to be as they have worked the hardest.
> Likewise, those at the bottom are to blame themselves

42. Bowles & Gintis argue that Education creates a Surplus of Skilled Labour…
> Children are taught more than they need to know for most jobs i.e. they are over educated.
> This maintains a high rate of unemployment which helps control the workforce.
> The W/C become scared of losing their jobs & being replaced meaning they are willing to work for low wages & less likely to take industrial action & strike.
> Bowles & Gintis agree with Althusser that Meritocracy is a Myth.
Bowles & Gintis argue that the W/C are being groomed into efficient, obedient, submissive workers. This is mainly through ‘The Hidden Curriculum’……..

43. The Hidden Curriculum:
See handout on the Hidden Curriculum
Bowles & Gintis believe that the R/C are able to manipulate the W/C through the hidden curriculum.
This consists of things that pupils learn Informally for their experience of going to school on a day to day basis. The hidden curriculum teaches the W/C the values needed within employment……
Through rewarding ‘Acceptable’ behaviour & punishing ‘Unacceptable’ behaviour
1) Subservience:
2) Motivation:
Through External Rewards e.g. certificates / wages
3) Acceptance of Hierarchy:
Teaching ‘Roles’, authority & power relationships
4) Fragmentation of Knowledge:
Fragmented curriculum prepares individuals for fragmented economy.
5) Legitimisation of Inequality:
The Myth of Meritocracy.

44. Marxism How do they do this? Bowles & Gintis (1976)
– The Correspondence Principle
Schools teach us to be hard working and obedient so that we will not challenge authority when we go to work
How do they do this?

45. How does school correspond to work?
Feature
School
Work
Hierarchy
Goal
Timings
Obedience
Disobedience

46. Bowles & Gintis (1976) School Work
Schools have a hierarchical structure
Work places are organised hierarchically
Pursuit of good exam grades help students to put up with boring stuff.
Wages/Salaries help workers to put up with the boring stuff
The school day is split into units
Work is split into units – work time and rest periods
Obeying the rules is rewarded
Obeying the rules means you get paid

47. Bowles & Gintis – A Critique.
 Exposes the myth of meritocracy.
Postmodernists argue that a post-Fordist economy requires a different workforce.
Education system reproduces diversity not equality.
Deterministic – pupils have no free will.

48. Post-Fordism

49. Post-Fordism
Society is more diverse, fragmented and economy is based on ‘flexible specialisation’.
Needs a skilled, flexible, adaptable, technology based workforce.
Lifelong learning.
Knowledge economy.

50. Ivan Illich (1971) Deschooling Society
Illich is a Marxist that essentially agrees with Functionalists that education has functions – however, he thinks these are a bad thing, and that we should give up the idea of school altogether!

51. Illich (1971) Education: Looks after kids during the day
Sorts pupils into job roles
Passes on dominant values
Helps people learn skills and knowledge
Illich says schools don’t create equality or encourage creativity (how are we assessed?)
He wants to ‘deschool’ society
Believes everyone should have access to education throughout their lives (pic n mix)

52. Marxism Bourdieu (1977) - Cultural Capital
The process whereby a dominant culture
penetrates educational institutions
MC kids have an advantage because they have been socialised into the dominant culture
MC pupils have the codes to unlock the ‘mysteries’ of education, learnt via their parents and family contacts (social capital)
MC parents have the ‘knowledge ‘ of how to play the system in their favour, they know how to negotiate the system and expose their children to more enriching cultural experiences (theatre, museums etc)

53. Marxism Willis (1977) ‘Learning to labour’
This famous but now 30 year old study of a Midlands comprehensive school by Paul Willis combines Marxist theory with the insights of interactionism (in-depth study of a particular social group).
Using participant observation and interviews he followed 12 working class ‘lads’ through their last year at school and into the first few months of their jobs.

54. Willis (1977)
Willis showed that the subculture of the lads at school was matched by the shop floor subculture they faced on starting work.
Both shared a macho, sexist, racist, anti- authoritarian atmosphere; ‘having a laff’ to get through the day with ‘your mates’ was the essential thing.

55. Willis (1977)
However, Willis did not see the lads as helpless victims in this process unlike Bowles and Gintis.
They did see through the ‘smoke screen of false consciousness’ in other words they were aware that they were destined to fail exams and their anti-school stance was in part a rejection of the values of the school that was trying to teaching them irrelevant knowledge.
The paradox is that by failing in education they were being well prepared for the type of work they went into.

56. Willis – An Evaluation  Pupils are not passive – they resist school.
Romanticises them as WC heroes.
Small-scale study of 12 boys – can it be generalised.
Girls are absent from this study.
Marxists focus on ‘class first’ – what about gender, ethnicity, location

57. Activity 2 – Pairs: In pairs – look through the evidence sheet.
Decide whether you think each statement supports or critiques the Marxist View of Education.

58. Plenary: Looking at the evidence. Would you change your mind?
The education system is a myth making machine which reproduces inequality and teaches conformity
disagree 10
Agree
Put your name on a post-it note and stick where you are on this debate

59. Marxism and Education Questions.
What is meant by hidden curriculum. (2)
Suggest three other institutions that may control peoples ideas and beliefs other than education. (6)
Outline the postmodern view of education. (12)
Assess the contribution of Marxism to our understanding of the role of education. (20)