Through this we have learned that as working class, we expect and accept that we will be exploited by the ruling class in terms of our surplus value. This is known as a crisis of Hegemony. They go on to say that we have internalised the DVS to such an extent that any other value system seems absurd, resulting in a state of false class consciousness. Marx believed that we will see a social revolution which will overthrow capitalism and replace it with true communism. Marxism sees religion as a feature which is only relevant in a society based on class division I.E the ruling classes and the working classes.
In Ruby Paynes opinion, teachers can change a low income students life just by establishing mutual respect. The teacher needs to care about the student and be sure to give the student the necessary skills to advance throughout life. This is somewhat like one of the education theories, symbolic interactionist theory. Symbolic interactionists limit their analysis of education to what they directly observe happening in the classroom. They focus on how teacher expectations influence student performance, perceptions, and attitudes.
For example, achievement is greatly influenced by class background rather than ability. Furthermore, interactionist Dennis Wrong(1961) argues that functionalists have an ‘over-socialised view’ of people as mere puppets of society. Functionalists wrongly imply that pupils passively accept all they are taught and never reject the school’s values. Marxists, on the other hand, argues that education is mainly there to serve the needs of capitalism. Althusser, sees education as an ideological state apparatus that reproduces and legitimates class inequality, ensuring working-class pupils end up in working-class jobs, and that they accept their exploited role.
However, Marxists criticise this and argue that education in capitalist society only transmits the ideology of the ruling class and not the shared values of society. Furthermore, Durkheim argues that modern industry has a complex division of labour where production of a single product involves cooperation from many different specialists. But for this to be successful, each person must have the necessary specialist knowledge and skills to perform their role. So education teaches individuals specialist skills and knowledge that individuals need to play their part in the social division of labour. So the main function of education is to maintain a value consensus in society.
Using material from Item A and elsewhere assess different Marxist views of the relationship between crime and social class. Traditional Marxism sees capitalist society as divided into two classes: the ruling capitalist class (or bourgeoisie) who own the means of production, and the working class (or proletariat), who’s alienated labour the bourgeoisie exploit to produce profit. Marxism is a structural theory. It sees society as a structure in which the economic base (the capitalist economy) determines the shape of the superstructure, which is made up of all the other social institutions, including the state, the law and the criminal justice system. Their function is to serve ruling-class interests and maintain the capitalist economy.
Functionalists however argue that the hidden curriculum prepares younger generations for life in the work place, For example, we obey higher authority such as teachers, of which in the work place would be our employer. Unlike Marxists, Functionalists believe that social mobility is possible and education gives individuals the best chance to achieve their status. American Sociologist, Parsons believes that education is a secondary agent of socialisation, and the
Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other: Bourgeoisie and Proletariat” (Marx and Engels 1848). Social class, therefore, is based upon economic criteria and conflict occurs between those who own the means of production (bourgeoisie) and the wage-labourers (proletariat). As well as having economic control over the proletariat, the bourgeoisie also have the power to determine the superstructure; the ruling class can distort perceptions of the world and hide the true nature of social relationships and the exploitation of the proletariat and, above all, promote bourgeoisie interests. Marx defines production as workers selling their labour for wages in order to exchange money for commodities that will meet their most basic needs. As Marx
That equal opportunity is given to everyone and that no matter where you originate from or your economic status is, by the means of education one can climb the socio-economic ladder. Anyon’s study helps us understand that the education system is purposely design to affect the possibility of success in life among the different socio-economic classes. While cases exist of individuals overcoming academic adversities (Mike Rose); these individual realized that for them to triumph, they needed to learn the skills that were deprive from them since the beginning of their education. Skills the education system focuses on teaching the affluent professionals and the executive elite, but does not apply to the working-class schools and the middle-class schools. Skills like “develop hypothesis and troubleshoot, reason through a problem, and communicate effectively – the true job skills” (164).
This may mean that the house prices surrounding area (catchment) of the successful schools will increase, as middle class parents move in to try to get their child into the school. This would mean that through middle class economic capital, middle class achievement will improve. Parentocracy also means that as the best schools become over-subscribed they are able to hand-pick the ‘best’ students. Due to a combination of teacher labelling and the A-C economy middle class students are selected over working class students. This is because they are seen as easier to teach and more likely to achieve, due to their middle class
Either the students already knew the material, or they did not understand and the teacher did not know how to explain it properly. All teachers were once students. They sat through the same boring classes as their students are doing now. Gatto goes on to explain that boredom is a state of mind. If a person feels bored, it is because he or she needs to make it an obligation to amuse his or herself.