Labelling.

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Mapa Mental sobre Labelling., criado por carls9 em 20-04-2016.
carls9
Mapa Mental por carls9, atualizado more than 1 year ago
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Criado por carls9 mais de 8 anos atrás
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Resumo de Recurso

Labelling.
  1. Labelling in secondary:
    1. Becker (1971)- internationalist study- interviews with 60 teachers, found that they judged pupils to how closely they fitted an image of the ideal pupil.
      1. Pupils work, conduct, and appearance= key factors in labelling. M/C children= closest to ideal
      2. Cicourel & Kitsue (1963)- educational counsellors- labelling disadvantaging W/C, course deciding. Found inconsistency in the way children were assessed for courses. Judged on social class/ race.
      3. Labelling in primary:
        1. Rist (1970)- Found the teacher used information about the child's home, and appearance to put them in groups and seating. The fast learners 'tigers' tended to be M/C and had a neat appearance, seated near to the desk/ gave greatest encouragement. The 'clowns' & 'cardinals'= seated further away / lower level books/ W/C.
          1. Sharp & Green (1975)- Children choose own activities/ developed at their own pace/ when they were ready to learn they would seek help. those who weren't ready should engage in compensatory play. The M/C children= started earlier, W/C= ignored. This supports the interactionism view, and negative labelling of W/C= result of inequalities in wider society.
          2. Interactionist view= children from different class backgrounds= labelled differently
            1. High status and knowledge:
              1. Keddie (1971)- found both pupils and knowledge can be labelled as high or low status. Streamed by ability & the same course. She found the top class were given abstract knowledge, theoretical, high status knowledge. Whereas the bottom group were given descriptive, common-sense, low status knowledge. The withholding of high status knowledge from W/C= increases class differences in achievement.
                1. Gilbourn & Yodel (2001)- teachers use notions of ability to decide which children have the ability to get 5 A*-C. They found W/C & black pupils= more likely to be perceived as not having the ability to do so= put in lower sets/ lower tiers.
                2. :)- useful in showing interactions within schools and class inequalities- not neutral institutions.
                  1. :(- Accused of determinism- assumes those with negative labels have no choice but to fulfil the SFP. Fuller shows that this is not true.
                    1. :(- It ignores wider structures within power, it blames teachers, but fails to explain why they label.
                      1. :(- Marxists argue that labels are not just because of teacher's prejudices, but the fact that schools produce class divisions.

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