7183605
Descrição
Mapa Mental por sophie terry, atualizado more than 1 year ago
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Criado por sophie terry
aproximadamente 8 anos atrás
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Education
- Class differences
- Internal:
Factors within
schools and the
education
system.
- Labelling
- Secondary school
- Primary school
- Secondary school
- Self-fulfilling prophecy
- Teachers' expectations
- Teachers' expectations
- Streaming
- Educational triage
- Educational triage
- Pupils' subcultures
- Anti-school subculture
- Pro-school subculture
- Abolish streaming
- Pupil responses
- Anti-school subculture
- Pupils' class identities + the school
- Habitus
- Symbolic capital + Symbolic violence
- 'Nike' identities
- Working-class identity
- Class identity and self-exclusion
- Habitus
- Labelling
- External:
Factors
outside the
education
system. I.e.
Home &
family
background
- Cultural
deprivation
- Material
deprivation
- Cultural capital
- Children are lacking the basic values, attitudes &
skills needed for educational success, because
working-class families are failing to socialise their
children properly.
- Language
- Hubbs-Tait et al
discovered that where
parents use language
that challenges their
children to evaluate
their own abilities,
cognitive performance
improves.
- Without the necessary
language skills that
challenges them,
children are unable to
use it to explain,
describe, compare or
question.
- Without the necessary
language skills that
challenges them,
children are unable to
use it to explain,
describe, compare or
question.
- Leon Feinstein
found that
educated are
more likely to use
language that
challenges the
children.
- Educated parents
are more likely to
use praise which
encourages
children to
develop their own
ability to be
successful.
- Educated parents
are more likely to
use praise which
encourages
children to
develop their own
ability to be
successful.
- Speech codes: Basil Bernstein
- Restricted code
- Often used by the
working-class. It has a
limited vocabulary
and has short,
unfinished and
grammatically simple
sentences.
- It is context bound, meaning the
speaker assumes the listener
shares the same set of
experiences.
- It is context bound, meaning the
speaker assumes the listener
shares the same set of
experiences.
- Often used by the
working-class. It has a
limited vocabulary
and has short,
unfinished and
grammatically simple
sentences.
- Elaborated code
- Often used by the
working class. It has a
wider vocabulary and
has longer,
grammatically complex
sentences.
- Context-free, meaning the
speaker does not assume the
listener shares the same set of
experiences.
- Elaborated code is often
used by teachers,
textbooks and exams. This
puts the working-class at a
disadvantage.
- Bernstein says the
working-class tends to fail
because schools do not
teach them how to use
the elaborated code.
- Bernstein says the
working-class tends to fail
because schools do not
teach them how to use
the elaborated code.
- Elaborated code is often
used by teachers,
textbooks and exams. This
puts the working-class at a
disadvantage.
- Context-free, meaning the
speaker does not assume the
listener shares the same set of
experiences.
- Often used by the
working class. It has a
wider vocabulary and
has longer,
grammatically complex
sentences.
- Restricted code
- Hubbs-Tait et al
discovered that where
parents use language
that challenges their
children to evaluate
their own abilities,
cognitive performance
improves.
- Working-class
subculture
- Parents'
education
- Douglas found that working-class
families tend to place less value on
education. Meaning they were less
ambitious for their children, less
encouraging and not interested as
much in their education.
- Douglas found that working-class
families tend to place less value on
education. Meaning they were less
ambitious for their children, less
encouraging and not interested as
much in their education.
- Language
- Children are lacking the basic values, attitudes &
skills needed for educational success, because
working-class families are failing to socialise their
children properly.
- Cultural
deprivation
- Relationship between internal/external
- Internal:
Factors within
schools and the
education
system.
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