SOCIOLOGY OF EDUCATION

MARXIST PERSPECTIVE ON EDUCATION

23 FEBRUARY 2017

PERSONAL NOTES

Marx’s position about the ruling class was they have the power to control the working classes not with
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.

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 Marx’s 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 you’re 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 you’re 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 Gintis’s (Marxists) research ‘Schooling in Capitalist America’ (1976) supported Althusser’s
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 person’s class or origin the more likely they are to attain top qualifications and a top job.
For Bowles and Ginitis then, school can be seen to legitimize social inequality
QNS

For Marxist’s what is the most effective instrument in controlling the subject classes.?

ruling class ideology

What did Louis Althusser (a Marxist) (1971) argue that the main role of education in a capitalist
society is?

the reproduction of an efficient and obedient work force

Following on from the previous question Althusser argues that ideology in capitalist society is
fundamental to social control and education is the state’s instrument in transmitting this ideology.
What name did he give to this process?

He argues education is an ideological state apparatus

Bowles and Ginitis argue schools create a hard-working disciplined workforce for capitalist
societies. What did they call this process? (to help you, this process is essential for social
reproduction – the reproduction of a new generation of workers schooled (disciplined) into
accepting their role in society).

Long shadow of work

How do Bowles and Gintis view meritocracy?

It is a mechanism to legitimize social inequality.

For Marxists what process is instrumental for social reproduction? – the reproduction of a new
generation of workers schooled (disciplined) into accepting their role in society

The hidden curriculum is seen by Bowles and Gintis as instrumental in this process.