31 terms in 3.1
Education with theory and methods
Émile Durkheim (1858-1917) was a founding functionalist sociologist who analysed how social institutions (religion, educ
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Education with theory and methods
Talcott Parsons (1902-1979) extended Durkheim's functionalism by developing the AGIL scheme (Adaptation, Goal-attainment
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Education with theory and methods
Functionalists argue education serves essential functions: transmitting shared values (creating collective conscience),
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Education with theory and methods
Marxists argue education serves capitalist interests by reproducing class relations, creating false consciousness, and p
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Education with theory and methods
Bowles & Gintis' concept that school hierarchies, norms, and reward systems correspond to and prepare students for workp
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Education with theory and methods
Parsons' concept that education functionally sorts individuals into different roles and positions in society based on ab
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Education with theory and methods
Samuel Bowles and Herbert Gintis are Marxist sociologists who analysed how education reproduces capitalist class relatio
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Education with theory and methods
Louis Althusser was a neo-Marxist who identified education as an ideological state apparatus (ISA) that maintains capita
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Education with theory and methods
Howard Becker's interactionist perspective arguing that deviance is created by labelling: applying a stigmatised label t
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Education with theory and methods
A process where a belief about someone causes them to behave in ways that confirm that belief, making it true through so
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Education with theory and methods
Robert Rosenthal and Lenore Jacobson conducted the famous Pygmalion study showing that teacher expectations create self-
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Education with theory and methods
Howard Becker is a symbolic interactionist who developed labelling theory, arguing that deviance is created through labe
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Education with theory and methods
Streaming groups students of similar ability across all subjects; setting groups students by ability within individual s
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Education with theory and methods
Theoretical perspective arguing that working-class and ethnic minority students underachieve because their home culture
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Education with theory and methods
Lack of economic resources affecting educational outcomes: poverty prevents access to books, tutoring, technology, nutri
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Education with theory and methods
Basil Bernstein's theory that working-class and middle-class families use different language codes: restricted code (con
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Education with theory and methods
Pierre Bourdieu's concept describing culturally valued knowledge, qualifications, language, and behaviours that advantag
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Education with theory and methods
Pierre Bourdieu was a French sociologist who developed concepts of cultural capital, habitus, and field to explain how i
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Education with theory and methods
Educational programmes (like Head Start, Sure Start) designed to compensate for supposed 'cultural deprivation' by provi
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Education with theory and methods
Paul Willis' ethnographic study of working-class 'lads' in a secondary modern school, showing how they consciously resis
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Education with theory and methods
Mairtin Mac an Ghaill's study of masculinities in secondary school, showing how different ethnic and class groups develo
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Education with theory and methods
Ray Rist's ethnographic study showing teachers use typifications (stereotypes) based on appearance, class, and race to c
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Education with theory and methods
Persistent inequality in educational attainment between social classes, with middle-class students consistently outperfo
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Education with theory and methods
Student groups developing shared values and behaviours that may conflict with school culture, affecting educational outc
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Education with theory and methods
Teacher expectations affect student achievement through labelling and self-fulfilling prophecy: expectations shape class
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Education with theory and methods
Gillborn & Youdell's study showing how school practices (setting, target-setting, discipline) disadvantage ethnic minori
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Education with theory and methods
Educational attainment varies by ethnicity, with students from some ethnic minority backgrounds outperforming white majo
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Education with theory and methods
A curriculum centred on white/Western perspectives, culture, history, and knowledge, marginalising or excluding perspect
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Education with theory and methods
Research showing girls now outperform boys at GCSE and A-level in most subjects, a reversal from the 1970s-80s when boys
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Education with theory and methods
The shift from manufacturing-based economy (employing men) to service/knowledge economy (employing women and increasingl
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Education with theory and methods
Changes in assessment methods (increased coursework, group work, communication assessment) have been shown to advantage
Education