Professional Documents
Culture Documents
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)
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.
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
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
o n th e
See handout
ulum
Hidden Curric
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