E ]

1.:
2.;
3.
4.
:

1.
;
2

23

1998 . 1 .

40 23~50

(E. Durkheim) (organic solidarity) o

(Durkheim 1984)
( T. Parsons)

( Parsons ,

1951 , 1959)
(M. Weber)

(
s ubstantial

rationality) (instrumental rationality )

(iron cage)
(Weber 1958) (technocracy)

(76

( M. Horkheimer) (T. Adorno)

(Adorno 1973; Adorno & Horkheimer

1972 )

(hegemony)

24

(H

Marcuse) (one-dimensional

society)

]j1!(technological community)

(one- dimensional man)

(78

Marcuse ,

1964 )

??

??
??

???

( The

of

Ecation)

New Sociology

25

40

!
0 (Karl Marx)
(repro ction)

J (Marx , 1969)

( dominant
class)

(Anyon 1980; Bourdieu & Passeron

1977; Bowles & Ointis , 1976; Poulantzas , 1978) :

C o

(:::)

1 (economic-reproductive model)
2. (cultural-reproductivemodel)
3.

26

r (hegemonic-state reproductive model)

(Structural Marxism)

(L. Althusser) (S. Bowles &

H. Ointis)

(state apparatuses)

(materl

existence) (subject)
(
Althusser ,

1972:262-272 )
f J

'

(repressive apparatus)

(
repressive

state apparatus)(ideological state apparatus)

(Althusser , 1972:252-254)
()

()

27

1998 . 1 .

40

:
J

J (Althusser 1972:242-243)

;' f J
( Althuss 1972:245-246)
l J

(know-how)

>

2 :
J

J '()

(educational selection)

28

;
;

(Althusser 1972:258-261)

(correspondence

principle)

J (Correspondence Theory)
()

(technical meritocracy)

iijtJ

(
Gintis ,

1973 )

29

1998 . I .

40

(Bills 1983:186; Bowles & Oint 1976: 125-148 )

1

(extrinsic rewards)
)

()

()

()

'

30

(II)

ality) J

(economic ration

(sorting mechanism) :

J 0
{~
o
.

31

1998 . 1 .

40

(Lynch 1988)

(Bills

1983:188; Giro 1983:266)

'

(Hirst 1979; Sar 1983: 15-17; Thompson , 1979)

(Collinicos , 1976; Johnson ,

(relative

autonomy)

1979)

(Pierre Bourdieu )( Bourdi 1973 , 1974 , 1977 , 1979 , 1986;

Bourdieu & Passeron , 1977)

32

(cultural

arbitrary)

arbitrary)

(cultural

: f
;(:::)()

;8

(symbolic violence)

()

( spositions) ()

()

()()

(economic

capital)

cultural capital)

(linguistic capital)

33

1998 . I .

(dominant

40

cnlte)

(academic hierarchies)

(social hierarchies)

()

llP

o ()

()

(habitus)

llfJ

34

(pedagogic ethos)

r ;

advantages)

(academic

J!t-
-

(
S hamai ,

1990 )
2

35

1998 . 1 .

40

(Giroux 1983:271-274)

3 J

()

o l
(Na

1990 )

(Apple 1982a; Dav 1980; Dale et a i.,

1980; Sar 1982)

(Miliband 1969; O'Connor , 1973;

Poulantzas , 1978; Therborn , 1978; Corrigan , 1980)

J
f J (
N.

Poulantzas ) (M. Foucault) (A.

Gramsci )o
;

36

(Poulantzas , 1975a: 128-

129 )

(Poulantzas

1975b: 44-45 , 132)

()

()

(power
(Sharp

bloc)

1980:104) 0

(Poulantzas , 1974)

()()

()

37

1998 . 1 .

40

()

(Discipline and Punishment)

(Foucault , 1977)

(techniques of hi-

erarchical observation) J (normalizing ju ment)

J
J

()

( micro-powers)
(Foucault , 1979:93)

(Foucault 1980:131) 0 J

(Foucault ,

38

1977 )

r J J

(power and knowledge)

(power-know-

ledge)

()

r J !lD

f
r

(Apple 1982b:3)

(Gitlin 1979; Finley , 1973:

Mouffe ,

1979:187 )
J

( Pellica

1981:32)

1981:

(Femia ,

Foucault , 1977 :26-27)

39

1998 . 1 .

40

: (political

society)

;
(civil

society)

(Boggs , 1976; Pellicani , 1981:31-33)

+ J
J

(Grams 1971:244 ,263)

0 ?

(Femia , 1981:28)

(Gramsci , 1971: 161)

(Gramsci , 1971:350)

()
()

()

()

(Bourdi

1977; Gramsci , 1971:94)

40

(Gramsci 1971 2)

(Apple 1982a)

J
itical)
J

(intellectual-pol

(ethical-pedagogical)

(
counter-hege-

mony)

( Carn 1982; Dale , 1982)

( 77 ; Apple , 1979 , 1982a. 54-

55) 0

(Donald

1979)

(Fine ,
J

1979)

f J

f J

41

1998' I .

40

( Sar 1983: 101-102)

( Connell 1 1981; Dale , 1982)

?
?

(Apple

1982

b)
()?

?
(=l
??

.L.f-", ()

H f

()

42

2.

3 ;

(Apple 1980; Bowers , 1978; Girol 1983; Gl esson , 1979;

Sarup , 1983; Tunnell , 1978)

f J

(imprint)

Ii

(Everhart 1979; Willis , 1977)

;

(antagon-

istic relationships) 'f

(contested reproduction)

(P. Willis)

(Will 1977)

(asymmetrical multidimensional)

43

1998 . 1 . 40

(Castells 1980; Gidd s 1979;

Ravitch , 1978)

(semi-autonomous realms)

J o

(Moore 1978)

(Carnoy & Levin , 1984)

(K abel

& Halsey ,

1977; LaBreq

1978 )

( 78 ):

( 80 ) J 21
~73

( 76 ) 155-161
( 77)

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(E)

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(1 9 2).

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48

A Critical Analysis of Theories of Social

and Cultural Reproduction
g

Z@

Abstract
The purpose of this article is to analyze and criticize the main
points on social

an cultural

reproduction theories. Since the 1970s ,

schools of Neo-Marxism , Critic theory

and Structuralis etc , have

strongly criticized the function of modern education.

theories include social reproduction ,
reproduction , and hegemonic

corresponence

These main

theory , cultural

reproductio

They argue as follows

1.The cultural hegemony of the dominant class controls the curriculum and teaching in schools;
2.Educational system loses its autonomy respectively and hence
becomes an instrument used for dominating the whole society;
3.Educational system does not fulfill the ideal of equal opportunity of educalion , the reasons are related to what is mentioned
next;
4.Educational system reproduce unfair social classes
However , the author also points out some weaknesses of repro
duction theories. They are as follows:

1. Schools are not just a compliant instrument for duplicating

social classes; on the contrary , there are controversy , conflict , opposition , and disagreement continuously present within campus;
2.Reproduction theories err as does determinism , and they deny
the positive contributions that

mo ern e cation

has made to social

mobility;

49

41

1998' 1 .

40

3.If the structure of social classes was reproduced undoubtedly

through complying , then any social change will not be likely to take
place;
4. It seems that resistance theory is more suitable to explain the
duplication of lower socio-economic status.

Keywords
social reproduction , cultural reproduction , cultural hegemony , social
class , cultural capital , correspondence theory , Sociology of Knowledge , NeoMarxism , Critical theory , Structuralism

50

()

()()

2
3

51