Bowles and Gintis

Bowles and Gintis - Theories of Educa/on as a Panacea...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Theories of Educa/on as a Panacea •  John Dewey: the “democra/c school” •  Func/onal sociology and neoclassical economics: the “technocra/c ­meritocra/c school” •  Democra/c school concerns the compa/bility of various func/ons •  Technocra/c ­meritocra/c: the ability of schools to perform them Dewey School: Democra/c Func/ons •  Integra/ve: the “social con/nuity of life” •  Egalitarian: equalizing economic gaps between winners and losers, the “balancing wheel”, equality of opportunity •  Developmental: psychic and moral development of individual Technocra/c ­meritocra/c •  Policy focus on inequality; capacity of government to equalize opportunity through policy interven/on •  Title I, NCLB, etc. •  Aligning educa/on with needs of economy –  Job func/oning: mass educa/on and skills development for industry Schooling and Economy •  The egalitarianism of schooling is complemented by the meritocra/c orienta/ons of industrial society –  Ability equally distributed across social class since actual achievement is the criterion for access to occupa/onal roles –  If inequali/es exist, they are the result of differences in intellectual capacity or free choice The Central Ques/on •  Can a significant and pervasive system of racial, class, and sexual stra/fica/on be significantly modified by “equal schooling”? Educa/on and Inequality •  Is schooling equally distributed across SES? –  Differences in the number of years of schooling by SES controlling for I.Q. –  Large social class inequali/es •  Define SES by weighted sum of income, occupa/on, and educa/onal level of parents –  Child from 90th percen/le may expect, on average, may expect 5 more years of schooling than a child from the 10th percen/le •  •  •  •  Achievement gap In CA correla/on between API and SES Educa/onal aXainment Dropouts Income and Educa/on •  Over past 40 years, some reduc/on in educa/on inequality •  However, income inequality is moving in the other direc/on •  Conclusion: not much evidence that educa/on has increased economic mobility Educa/on and Personal Development •  Change in how family is viewed by educators/ reformers –  School was thought to be a complement, a ballast to family –  Elevated to family surrogate: mistrust of families Who Gets What and Why? •  Is achievement measured by intelligence and crea/vity? –  Sociological studies suggest that obedience to hierarchical authority, passivity are rewarded •  An/thesis is an/the/cal to industrial needs •  20th century history of educa/on not about Progressive values, but about industrial “efficiency”—reflec/ng the pyramid of authority in the burgeoning capitalist system The Contradic/ons of Progressive Educa/on •  “Failure of progressive educa/onal reforms stems from the contradictory nature of its objec/ves of integra/ve, egalitarian, and developmental func/ons in a society whose economic life is governed by ins/tu/ons of corporate capitalism.” •  Work in corporate life is alienated from intrinsic mo/va/on Conclusion •  Fundamental incompa/bility among integra/ve, egalitarian, and developmental func/on •  Integra/ve func/on has dominated purposes of schooling –  The needs of a stra/fied labor force contradict that •  Emphasis on cogni/ve skills as the basic requirement for job adequacy •  Creden/aling, screening •  Schools as sor/ng mechanisms ...
View Full Document

This note was uploaded on 05/20/2011 for the course EDU 120 taught by Professor Timar during the Spring '11 term at UC Davis.

Ask a homework question - tutors are online