1
Q
willis
A
- working class lads
- valued amusement in various forms of deviant behaviour
- tried to identify themselves with adult and non-school world by smoking, drinking, racist and sexist behaviour and attitudes.
- counter school subculture
- peer groups and education is influential in the socialisation of the lads traditional working class identity
- disaffected boys felt superior to the more conformist pupils as they showed little interest to academic work.
2
Q
anti-school subculture
A
- willis
- helped prepare the lads for the boredom and monotony of work they had to do later on
- resist the rules, act deviantly
3
Q
Mac and ghaill
A
- macho lads
- boys from working class backgrounds generally followed their fathers into traditional working class, manual labour job roles.
- de-industrialisation
- Due to their attitudes within education the majority of these working class boys did not have the academic qualifications needed in order to move into new working class job roles.
4
Q
macho lads
A
- Mac an grail
- boys having the ability to perform heavy, physical, manual labour work which became a way for them to shape their working class identity.
5
Q
de-industrialisation
A
- Mac an ghaill
- led to the macho lads to face a crisis of masculinity
- all manual labour work decreased due to the rise of technology
6
Q
Bowles and gintis
A
- hidden curriculum
- education socialised individuals into traditional working class identity through hidden curriculum
- education is designed by and for the ruling class and it encourages children from working class backgrounds to become more obedient and passive workers in order for the ruling class to maintain their control and to benefit from.
7
Q
hidden curriculum
A
- Bowles and gintis
- educations functiin is to maintain, legitimise and reproduce class inequalities in wealth and power.
- by transmitting ruling class values disguised as common values through the hidden curriculum.
8
Q
bourdieu
A
- working class parents don’t show any interest in school which leads to children having low academic achievements, making it harder for them to go through social mobility
9
Q
Martens and d’haenens
A
- digital divide in Brussels
- clear link between class and internet usage
- social class was the biggest factor affecting digital inequality as opposed to issues based in gender or ethnicity
10
Q
digital divide in Brussels
A
- Martens and d’haenens
- those from the lower classes used the internet less 81%
- Those from the lower classes used technology as a form of entertainment
- whereas the middle classes used devises to boost their knowledge and to research different information
11
Q
- working class lads
- valued amusement in various forms of deviant behaviour
- tried to identify themselves with adult and non-school world by smoking, drinking, racist and sexist behaviour and attitudes.
- counter school subculture
- peer groups and education is influential in the socialisation of the lads traditional working class identity
- disaffected boys felt superior to the more conformist pupils as they showed little interest to academic work.
A
willis
12
Q
- willis
- helped prepare the lads for the boredom and monotony of work they had to do later on
- resist the rules, act deviantly
A
anti-school subculture
13
Q
- macho lads
- boys from working class backgrounds generally followed their fathers into traditional working class, manual labour job roles.
- de-industrialisation
- Due to their attitudes within education the majority of these working class boys did not have the academic qualifications needed in order to move into new working class job roles.
A
Mac and ghaill
14
Q
- Mac an ghail
- boys having the ability to perform heavy, physical, manual labour work which became a way for them to shape their working class identity.
A
macho lads
15
Q
- Mac an ghaill
- led to the macho lads to face a crisis of masculinity
- all manual labour work decreased due to the rise of technology
A
de-industrialisation
16
Q
- hidden curriculum
- education socialised individuals into traditional working class identity through hidden curriculum
- education is designed by and for the ruling class and it encourages children from working class backgrounds to become more obedient and passive workers in order for the ruling class to maintain their control and to benefit from.
A
Bowles and gintis
17
Q
- Bowles and gintis
- educations functiin is to maintain, legitimise and reproduce class inequalities in wealth and power.
- by transmitting ruling class values disguised as common values through the hidden curriculum.
A
hidden curriculum
18
Q
- working class parents don’t show any interest in school which leads to children having low academic achievements, making it harder for them to go through social mobility
A
bourdieu
19
Q
- digital divide in Brussels
- clear link between class and internet usage
- social class was the biggest factor affecting digital inequality as opposed to issues based in gender or ethnicity
A
Martens and d’haenens
20
Q
- Martens and d’haenens
- those from the lower classes used the internet less 81%
- Those from the lower classes used technology as a form of entertainment
- whereas the middle classes used devises to boost their knowledge and to research different information
A
digital divide in Brussels
SOCIAL CLASS IDENTITY
flashcards
Decks in class (5)
# Cards
