1. What is an ideological state apparatus?
An institution, influenced by the State, that transmits ruling-class ideas in the guise of mainstream ideas in order to reproduce, legitimise and hide existing patterns of class inequality.
What is the main function of education as an ideological state apparatus?
To ensure that ruling class dominance of economic, social & political power continues undisturbed, by convincing working class pupils that their educational failure is their fault.
What is the hidden curriculum, and how does it differ from the academic curriculum?
The curriculum is concerned with transmitting knowledge and skills, whereas the hidden curriculum (embodied in the organisation, rules & routines of schools) is concerned with transmitting conforming attitudes..

2. Why are city academies criticised by Marxist sociologists?
According to Althusser, what is the function of classroom knowledge such as history?
History teaching has focused traditionally on powerful figures such as Kings and Queens. This passes on the idea that heredity, hierarchy & obedience to authority are worthy values and norms.
Why are city academies criticised by Marxist sociologists?
The content of their lessons emphasise capitalist values such as free enterprise. This is not surprising, as city academies are financed partly by private capital.

3. According to Althusser, what does most classroom knowledge either neglect or ignore altogether?
Subjects that contain knowledge that might be used to criticise the capitalist system, e.g. republicanism, socialism, feminism.
According to Marxist sociologists, what happens to those pupils who question the legitimacy of teachers and education?
They are often defined as problematic, anti-authority etc. and relegated to lower sets and streams, in which they are subjected to further social controls. This leads to their eventual failure.
What message does the hidden curriculum mainly transmit, especially to working class pupils?
That failure is the result of individual deficiency, rather than a consequence of capitalism’s need for a manual labour force.

4. How do Bowles & Gintis view the concept of meritocracy?
As an ideological myth. A few working class pupils are allowed access to further and higher education to give the impression of equality of opportunity, which is false.
Critics argue the Marxist sociologists of education have a simple view of decision-making and power in education. Why is this?
They say education benefits a capitalist elite, but the large number of influential groups in the education system suggests Marxists are being too simplistic.

5. Why did Paul Willis’s ‘lads’ see education as irrelevant?
How might truancy and exclusion be used to criticise the Marxist theory of education?
It suggests the hidden curriculum doesn’t always succeed in producing conformist pupils.
Why is it difficult to test Marxist concepts such as the hidden curriculum & ideology?
They are highly abstract ideas that are difficult to operationalise (turn into variables that can be observed & measured easily).
Why did Paul Willis’s ‘lads’ see education as irrelevant?
Because they were happy to move into manual work in factories, for which qualifications were generally not required.

6. What was the effect of the hidden curriculum on Willis’s ‘lads’?
There was no effect. The value system of the school was ignored – the ‘lads’ substituted their own value system based on ‘having a laff’.
Why is Willis’s research an interpretivist critique of Marxism?
Unlike traditional Marxists, Willis was interested in how the ‘lads’ in his study saw and interpreted the world around them. He noted that they actively sought out working class jobs and chose to ‘fail’ at school – they were not forced.

7. According to functionalism, what two elements underpin social order?
Who are the two most important functionalist thinkers with regard to the role of education?
Durkheim and Parsons.
According to functionalism, what two elements underpin social order?
Value consensus (general agreement on norms & values) and an integrated division of labour (the way jobs and skills are organised).
Identify two ways in which the education system serves as a secondary agent of socialisation.
It socialises each generation into society’s values, norms, attitudes etc, particularly the belief that work is a highly valued activity. It encourages social conformity by stressing adherence to formal rules.

8. According to Durkheim, what is the function of the knowledge taught in schools?
To bind individuals to society, e.g. by making them aware of the past achievements of their society, so encouraging cultural pride.
Apart from transmitting knowledge, how do schools convey the idea that the social group is more important than the individual?
Through mechanisms such as school uniforms, assemblies and sports days.

9. KEY MARXIST CONCEPTS 1. Ruling class ideology
2. Legitimation of inequality
3. Correspondence principle / theory
4. Social reproduction
5. Counter(anti)-school culture
6. Hidden curriculum
7. Fragmentation
8. Myth of meritocracy
9. Shop-floor culture
10. Penetrations
11. Ideological state apparatus
12. Subservient workforce
13. Acceptance of hierarchy
14. ‘Jug and mug’ principle
15. Motivation by external rewards