1. An alternative view Paul Willis (1977) “Learning to Labour”

2. Do pupils merely accept authority in schools? Paul Willis (1977) would criticise both Functionalist and Marxist approaches as deterministic. Paul Willis (1977) would criticise both Functionalist and Marxist approaches as deterministic. Willis would argue that pupils are not passive products of the educational system. Willis would argue that pupils are not passive products of the educational system. Many pupils resist school processes, forming anti and pro school subcultures. Many pupils resist school processes, forming anti and pro school subcultures. These two groups were nicknamed the “lads” and the “earoles” respectively. These two groups were nicknamed the “lads” and the “earoles” respectively.

3. The “lads” & the “earoles” Willis observed that the earoles did what the teachers expected of them – they were a pro-school culture who saw the value in working hard and gaining qualifications. Willis observed that the earoles did what the teachers expected of them – they were a pro-school culture who saw the value in working hard and gaining qualifications. Whereas the lads took little notice of school rules or the teachers. They had there own definitions of what school was about and these were based on “having a laff”. Whereas the lads took little notice of school rules or the teachers. They had there own definitions of what school was about and these were based on “having a laff”.

4. “Learning to Labour” Willis observed and interviewed 12 working class boys towards the end of their schooling and in their early months of factory work. Willis observed and interviewed 12 working class boys towards the end of their schooling and in their early months of factory work. He states that they realised that their backgrounds destined them for unskilled work, so they studied as little as possible. He states that they realised that their backgrounds destined them for unskilled work, so they studied as little as possible. They livened up their time by being cheeky to the teachers and mocking the hard working students (earoles). They livened up their time by being cheeky to the teachers and mocking the hard working students (earoles). Their fatalistic attitudes resulted from a realistic assessment of their class position, passed on from parents in working class jobs. Their fatalistic attitudes resulted from a realistic assessment of their class position, passed on from parents in working class jobs. Their academic failure arose from the anti school culture they formed, not from the hidden curriculum. Their academic failure arose from the anti school culture they formed, not from the hidden curriculum. This habit of joking around at school was continued in the factory, enabling them to cope with the boredom of their work. This habit of joking around at school was continued in the factory, enabling them to cope with the boredom of their work.

5. Evaluation Willis takes an Interactionist approach – he is interested in how people and groups take an active role in shaping social life. Willis takes an Interactionist approach – he is interested in how people and groups take an active role in shaping social life. How does this compare with Functionalism? How does this compare with Functionalism? He does however, suggest that the pupils’ class has an effect on their future career. Which approach takes this view? He does however, suggest that the pupils’ class has an effect on their future career. Which approach takes this view? Does Willis use quantitative or qualitative methods? Does Willis use quantitative or qualitative methods? Can we comment on his participant sample and the date of his research? Can we comment on his participant sample and the date of his research?