observations

Question 1

Paul Willis 1977 criticims

Answer 1

• small sample size
• romanticises their resistance
• focuses solely on boys
• changes in education overtime

Question 2

Paul Willis - how

Answer 2

Observation - Participant
Interviews - Overt

Question 3

Covert observations example

Answer 3

James Patrick’s 1973 Glasgow gang

Question 4

James Patrick

Answer 4

pseudonym of a teacher who join a Glasgow gang INCOGNITO , whilst working in an approved school
- with them for 4 months
- left when handed a hatchet and expected to take part

Question 5

James Patrick - what type of observation

Answer 5

• covert participant
  (ethically wrong , outside factors eg family and mental illness and no protection from harm) , entering and leaving time consuming
• subjective

Question 6

problems with James Patrick observation

Answer 6

• ethically wring , deceiving people and observing them without permission

Question 7

how did James Patrick enter the gang

Answer 7

achieved access via one of his gang leader students (only one who knew)

Question 8

covert participation

Answer 8

= interpretivist

Question 9

covert observation

Advantages

(like used by James Patrick)

Answer 9

• No Hawthorne effect ( more accuracy)
• find out more in-depth detail (why , who , when , where)
• cheap , done themselves ( don’t hire others)
• confidentiality eg Patrick publishes under a fake names and gives gang members fake names to protect them

Question 10

covert observations

DISADVANTAGES

Answer 10

• risk of cover being blown
• cannot openly take notes
• must rely on memory
• cannot combine observation with other methods eg interviews
• addition of a new member (researcher) can change group dynamic and decrease validity
• time consuming

Question 11

when was Patrick’s cover almost blown

Answer 11

when he paid for a suit in cash instead of credit

Question 12

cannot combine observation with other methods

eg interviews

Answer 12

specific questions raise suspicion

Question 13

must rely on memory

Answer 13

which can be skewed by drugs and alcohol

Question 14

how many hours did Patrick spend undercover

Answer 14

120 hours

Question 15

unethical ( in Patrick’s case) - immoral to deceive people

Answer 15

only the gang leader consented

Question 16

unethical ( in Patrick’s case) - have to lie about reason for leaving group

Answer 16

eg some like Patrick simply abandon group without explanation

Question 17

unethical ( in Patrick’s case) - may have to participate in…

Answer 17

immoral/illegal activities as part of their role
- eg Patrick handed a hatchet and axe , expected to take part in gang fight triggering his leave

Question 18

unethical ( in Patrick’s case) - vulnerability

Answer 18

VULNERABILITY OF RESPONDENT
- Patrick couldn’t defend young gang members in a fight/intervene

Question 19

Paul Willis

Answer 19

Learning to labour , 1977

Question 20

Paul Willis approach

Answer 20

Neo-marxist approach to education

Question 21

Paul Willis neo-marxist approach to education (Bowles and Gintis)

Answer 21

• like bowles+Gintis , focuses on how education prepares the workforce for capitalism

Question 22

neo-marxist approach to education

Paul Willis

(Bowles and Gintis) difference

Answer 22

Willis : education Is NOT a successful agent of socialisation
- can have unintended consequences on pupil which are not beneficial to capitalism

Question 23

why is education not a successful agent of socialisation

WILLIS

Answer 23

w/c pupils form counter school subcultures (which in parts some class consciousness )so REJECTS idea of PASSIVE RESISTANCE

Question 24

Paul Willis research methods - SCHOOL

Answer 24

• studied 12 w/c boys in secondary schools over their last 18 months of school and first few months in real word of work schools
• recorded group discussions and informal interviews

Question 25

Paul willis research method

Answer 25

used observation ( NON PARTICIPANT + PARTICIPANT)

Question 26

The 'lads'

Answer 26

developed their own counter school subculture

Question 27

the 'lads' = SUPERIORITY

Answer 27

- felt superior to teachers and conformist students - counter school culture = highly sexist and racist ( school work and conformisms = 'cissy')

Question 28

the 'lads' = ATTITUDE

Answer 28

- little/no value attacked to academic work - manual work seen as superior to mental

Question 29

the Lads attitudes to work

Answer 29

- couldn't wait to get out of school and join adult world of work - marginally better paid jobs requiring qualifications = not worth loss of freedom

Question 30

' the lads' attitudes in lessons

Answer 30

- always tried to avoid lessons by 'having a laff' through misbehaviour - sabotaging equipment , fidgeting , sprawling , making huge fuss - resented school trying to take over their time , attempted to win physical + symbolic 'space' from the institution

Question 31

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Answer 31

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