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The Marxist Perspective On
The Marxist Perspective On
The Marxist Perspective On
Willis argues pupils rebelling are evidence that not all pupils are brainwashed into
being passive, subordinate people as a result of 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:
The Counter School Culture
Willis described the friendship between these 12 boys (or the lads) as a counter-
school culture. Their value system was opposed to that of the school. This value
system was characterised as follows:
force but with ideas. These ideas justify their dominant position and conceal
the true source of their power along with their exploitation of the subject
class. Remember: Marxism is a belief that capitalism allows the owners of capital (the ruling-class or
bosses) to exploit the workers (employees) and this causes conflict between the two classes (known
as social-class conflict).
In Marxs view this ruling class ideology is far more effective in controlling the subject classes than
physical force, as it is hidden from the consciousness of the subject class this is known as false
consciousness. One example Marxists might use is the role of meritocracy in education to control
the working classes by getting the working classes used to being rewarded for being good and doing
as youre told.
Education and Ideology
Louis Althusser (a Marxist) (1971) argued that the main role of education in a capitalist society was
the reproduction of an efficient and obedient work force. This is achieved through schools:
1. transmitting the ideology that capitalism is just and reasonable (school teaches you to compete
with your fellow pupils by trying to do better than them)
2. train future workers to become submissive to authority (schools teachers you to accept as normal
to do as youre told, this way when your boss orders you what to do, it seems perfectly normal)
Althusser argues that ideology in capitalist society is fundamental to social control and education
is instrumental in transmitting this ideology. He argues education is an ideological state apparatus
which helps pass on ruling class ideology (for example ideology) in order to justify the capitalist
system.
Bowles and Gintiss (Marxists) research Schooling in Capitalist America (1976) supported
Althussers ideas that there is a close correspondence (known as the correspondence principle)
between the social relationships in the classroom and those in the workplace. Through the hidden
curriculum (it is vital you follow the hidden curriculum link). Bowles and Ginitis argue schools
introduce the long shadow of work because schools create a hard-working disciplined workforce
for capitalist societies. This process is essential for social reproduction the reproduction of a new
generation of workers schooled (disciplined) into accepting their role in society. This occurs through:
School and workplace school mirrors the workplace through its hierarchical structures teachers
give orders and pupils obey. Pupils have little control over their work a fact of life in the majority of
jobs. Schools reward punctuality and obedience and are dismissive of independence, critical
awareness and creativity this mirrors the workplace expectations. The hidden curriculum is seen by
Bowles and Gintis as instrumental in this process.
Social inequality schools legitimate the myth that everyone has an equal chance those that work
hard deserve the top jobs, these people deserve their superior rewards (meritocracy). In this way
inequality becomes justified. However Bowles and Gintis argue that rewards in education and
occupation are based not on ability but on social background. The higher a persons class or origin
the more likely they are to attain top qualifications and a top job. See Bourdon (position theory);
Bourdiau (cultural capital) ; and Bernstein ( language and class). For Bowles and Ginitis then, school
can be seen to legitimize social inequality.