ation:

Marxist Theory of Educ

ics of
s
a
b
e
h
t
p
a
c
Re
ory.
Marxist The

submissive,
t,
en
ci
fi
ef
an
e
uc
od
pr
ion is to
The main role of educat
capitalist society
l
ua
eq
un
e
th
n
ai
nt
ai
m
help
obedient workforce to
ts the R/C.
fi
ne
be
n
io
at
uc
Ed
.
i.e
)
(structure
e W/C. Education
th
ls
ro
nt
co
at
th
ol
to
l
ca
Education is an ideologi
ated a revolution &
ig
st
in
ve
ha
/C
W
e
th
will only be fair once
pitalism.
communism replaces ca
rs here are:
The main Marxist thinke

Althusser
(1970)

Bowles & Gintis

(1976)

Willis
(1977)

an
as
n
io
at
uc
d
E
)
0
7
9
(1
er
ss
Athu
tus
Ideological State Appara

. his work is
i.e
n
io
at
uc
ed
to
ch
oa
retical appr
Althusser takes a theo
e controlled by the
ar
/C
W
e
th
at
th
es
gu
He ar
not based on research.
Apparatus:
of
s
pe
ty
2
h
ug
ro
th
C
R/

atus:
Repressive State Appar
stitutions such as
in
h
ug
ro
th
l
ro
nt
co
al
ic
Phys
e military.
the justice system & th
atus:
Ideological State Appar
think. These
/C
W
e
th
ay
w
e
th
er
ov
Control
ant Ideology (no
in
om
D
on
ss
pa
s
tu
ra
pa
ap
is done through
is
Th
).
ed
us
is
e
rc
fo
al
physic
family, religion &
institutions such as the
their ideas &
on
ss
pa
C
R/
he
T
n.
io
at
educ
beliefs.

The more successful

the I.S.As are at
passing on R/C
Dominant Ideology,
the less work the
R.S.As have to do.

ation has replaced

uc
ed
at
th
s
ve
lie
be
er
Althuss
rtant I.S.A.
religion as the most impo

The education system passes on R/C ideology & teaches basic

skills needed to perform within a capitalist society.
end up taking
&
il
fa
to
ed
rc
fo
lly
ia
The W/C are essent
alienating work roles.
,
id
pa
w
lo
,
us
at
st
w
lo
up
ersity
iv
n
u
o
t
n
o
pile & go
e
h
t
f
o
p
o
t o the t
/C roles.
o
R
g
ir
C
e
/
h
t
R
ll
e
i
h
f
T
ained to
r
t
e
r
a
y
e
h
where t
Meritocracy is a Myth that has to be constantly reinforced
so that inequalities are justified (False Class Consciousness)
All of this means that Social Class Inequalities are
Reproduced (The Reproduction of Social Class Inequalities.)
ly Theory
n
o
is
k
r
o
w
s
lthusser
1970)
(
s
li
il
W
.
e
c
Remember, A
n
arch evide
e
s
e
r
s
k
c
la
trolled by
&
n
o
c
e
r
a
Based
C
/
all of the W
t
o
n
w
o
h
s
w
sho
I.S.A.

Bowles & Gintis (1970)

ca
ri
e
m
A
t
is
al
it
ap
C
in
g
in
School
adow
(Education & the Long Sh
s in the
ol
ho
sc
)
rk
ed
o
ch
W
ar
se
of
re
s
ti
in
Bowles & G

education
of
le
ro
e
th
at
th
d
de
lu
USA & conc
e workforce.
is the reproduction of th
Correspondence
as
to
ed
rr
fe
re
n
te
of
is
This
there is a link
at
th
ve
lie
be
ey
th
as
ry
Theo
orld of Work.
w
e
th
&
on
ti
ca
du
E
n
ee
betw
equality
in
y
if
st
ju
to
ed
gn
si
de

ing Machine
k rather
Education is a Myth Mak
or
w
rd
ha
of
ck
la
to
e
du
at failure is
by promoting the idea th
t society i.e.:
lis
ta
pi
ca
e
th
n
hi
it
w
s
ie
than injustices & inequalit
Merit
n
o
d
e
s
a
b
is
ievement
h
c
A
l
a
n
io
t
a
c
> Edu
ss in work
e
c
c
u
s
o
t
h
t
the pa
orked
w
e
v
a
> Education is
h
y
e
h
t
ve to be as
r
e
s
e
d
p
o
t
e
> Those at th
emselves
h
t
e
the hardest.
m
la
b
o
t
ottom are
b
e
h
t
t
a
e
s
o
> Likewise, th

n creates a
io
at
uc
Ed
at
th
e
gu
ar
s
ti
Bowles & Gin

Surplus of Skilled Labour

ey need to
h
t
n
a
h
t
e
r
o
ated.
e taught m
c
r
u
a
d
n
e
e
r
r
e
d
v
il
o
h
C
e
>
e. they ar
i.
s
b
o
j
t
s
o
m
know for
of unemployment
> This maintains a high rate
force.
which helps control the work
obs & being
j
ir
e
h
t
g
in
s
lo
me scared of
o
c
e
b
r low wages
C
o
/
f
W
k
r
e
o
h
w
o
>T
t
g
n
ey are willi
h
t
g
in
n
a
e
m
d
e
n & strike.
replac
io
t
c
a
l
ia
r
t
s
u
d
take in
& less likely to
> Bowles & Gintis agree with Althusser
that Meritocracy is a Myth.

being
e
r
a
C
/
W
e
h
gue that t
r
a
is
t
in
G
missive
&
b
u
s
,
t
n
Bowles
ie
d
e
b
fficient, o
e
o
t
in
d
e
m
he Hidden
o
T
h
gro
g
u
o
r
h
t
is mainly
workers. This
..
Curriculum

The Hidden Curriculum:

o n th e
See handout
ulum
Hidden Curric

e R/C are able to

th
at
th
ve
lie
be
is
nt
Gi
&
Bowles
en curriculum.
dd
hi
e
th
h
ug
ro
th
/C
W
e
manipulate th
rience of going
pe
ex
r
ei
th
r
fo
ly
al
rm
fo
at pupils learn In
This consists of things th
hes the W/C the
ac
te
um
ul
ic
rr
cu
en
dd
hi
basis. The
to school on a day to day
oyment
values needed within empl

haviour
e
b

le
b
a
t
p
e
1) Subservience:
c
c
a
punishing Un
&
r
u
io
v
a
h
e
b

Acceptable
g
in
d
r
a
w
e
r
h
g
Throu
2) Motivation:
wages
/
s
e
t
a
ic
if
t
r
e
c
ewards e.g.
R
l
a
n
r
e
t
x
E
h
g
Throu
hy:
3) Acceptance of Hierarc
ionships
t
la
e
r
r
e
w
o
p
&
, authority
s
le
o
R
g
in
h
c
a
e
T
ledge:
4) Fragmentation of Know
conomy.
e
d
e
t
n
e
m
g
a
r
f
ividuals for
d
in
s
e
r
a
p
e
r
p
rriculum
Fragmented cu
uality:
5) Legitimisation of Ineq
ritocracy.
he Myth of Me

tis:
Criticisms of Bowles & Gin

exists.
m
lu
u
ic
r
r
u
C
n
the Hidde
e
v
o
r
p
y
ll
a
u
t
t ac
> They canno
e have
w
o
d
y
h
w
n
e
r work th
o
f
le
p
o
e
p
s
e
repar
eships
p
ic
n
t
n
io
e
t
r
a
p
c
p
u
a
d
e
&
> If
ogrammes
r
p
g
in
in
a
r
t
19 7 0 )
s
li
il
W
work-based
e
e
S
(
& passive
t
n
ie
d
e
b
o
e
r
ucation a
d
e
in
h
it
w
s
t
en
> Not all stud

such as
s
r
o
t
c
a
f
r
e
h
ot
> They ignore
icity.
n
h
t
e
&
r
e
d
n
ge
ively accepts
ss
pa
ne
yo
er
ev
t
no
at
th
It can also be argued
at the education
th
gy
lo
eo
id
d
an
ns
tio
la
the rules, regu
work of Willis
e
th
in
en
se
be
n
ca
is
Th
system passes on.
control over
of
t
lo
a
ve
ha
s
al
du
vi
di
in
(1970) who found that
is not simple
re
ilu
fa
/
s
es
cc
su
.
i.e
n
io
their own educat
forced upon people.

our.
b
a
L
to
g
in
rn
a
e
L
):
0
7
9
Willis (1
ractionist
te
In
to
s
ea
id
st
xi
ar
M
s
Willis combine
pic)
ideas (see Social Class To
n education
ee
tw
be
p
hi
ns
tio
la
re
e
pl
at there is a sim
rministic &
Willis does not believe th
te
de
to
is
ew
vi
is
th
es
gu
is). He ar
& work (like Bowles & Gint
ads in their
L
/C
W
12
of
y
ud
st
a
d
c.
ti
te
simplis
Willis conduc
terviews &
in
ed
ur
ct
ru
st
un
g
in
us
ol
final year of scho
ETHODS)
observations (LINK TO M
which directly
re
ltu
Cu
ol
ho
Sc
r
te
un
Co
had a
g. subservience,
He found that these lads
e.
)
m
lis
ta
pi
ca
(&
em
st
sy
education
opposed the values of the
of hierarchy.
motivation & acceptance
their dream jobs
nd
la
d
ul
co
ey
th
at
th
so
fail
The lads actively chose to
responsibility
e
tl
lit
as
&
s
nd
ie
fr
r
ei
th
ory with
of manual labour in a fact
as possible.

oes not
d
n
io
t
a
c
u
d
e
ests that
g
g
u
s
xtent
t
e
a
n
h
a
t
o
e
t
c
n
s
e
y
o
id
b
v
alism, the
ssive
it
re acts as e
a
o
p
P
a
f
c
e
ly
r
r
p
e
o
h
f
im
t
s
s
r
is
e
e
h
r
T
ideal work
d. People a
e
e
h
t
t
it
e
m
s
id
n
v
a
o
r
r
t
p
g
always
alues bein
v
e
h
t
h
g
u
o
r
h
could see t
.
to the system
in W/C
p
u
d
e
d
n
e
s
d
the W/C la
ly
e
t
a
im
lt
u
workforce
t
a
e
h
h
t
t
r
g
e
in
v
t
e
a
w
e
o
r
ob of c
rgued h
It could be a ore the system did its j t, efficient workforce).
ef
ien
jobs and ther ecessarily a passive, obed
n
(although not
Willis:
f
o
s
m
is
ic
Crit
e t h at
u
g
r
a
s
t
is
in
m
Fe
females in
Small Sample ive /
s
e
r
o
n
ig
s
li
il
W
at
t that
s
e
g
g
(Unrepresent se)
u
s
&
y
d
his stu
ali
us more
Cannot Gener
his work tells ies
nit
about masculi ial class.
oc
rather than s
Willis ignores ure
lt
conformist cu &
ion
have
within educat one
The lads could ed.
n
li
only focuses o .
xaggerated /
e
re
small subcultu