Ied Concepts (Marxism/neo-Marxism) For Cert Exam

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Conflict Theories 1950s-1980s

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Marxist
Neo-Marxist:
Dependency (l.60s-70s)
World System (l.60s-70s)
Regulation theory (20s-70s)

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Marxism (19th Century)
Overview

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Defining feature social relations
Ctrl over pdctv forces = power
Extra wk of laborers for owners = exploitation
Society is lim by dev of pdctv forces
Exploited compelled to "volunteer" surplus thru ISAs (false conciousness)
Purely econ. (ethnic, race, etc. subsumed)
Unending struggle (seed of own destruction)

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False consciousness

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Subordinate class express and share values of the elite
Compel beh to serve elite
Create illusion of neutrality
Block class-consciousness

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Hegemony

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Gramsci
One class controls other through cultural forms (schools, church, etc.)

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Structural Marxism (70s-early 80s)

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Based on Althusser, each mode of production has its own structure
Inequality legitimized by state & ideologies
(Ex. white man's burden)

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Marxism on policy

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Social effects are not necessarily conspiritorial actions (maybe unintended consequences of other policies)

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Marxism on functionalism

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Maintains status quo (elitist); isn't proactive to change it

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Marxism on colonialism

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Maturation of industrl capitlsm
material demands
expans'n lessens internl tension

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Marxism/Neo-Marxism on educational and social research

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How modes of pdn & reln of different classes to modes influence social life

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Dependency Theory reacting to

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Reaction to Prebisch, ECLA
(ignore class)
HC (3rd world poverty from dependency not lack of HC)
Sattelite growth bene sattelite elite
Ahistorical

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Dependency points

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Center/Periphery; Core/Periphery; Metropole/Satellite
Development of periphery is dependent on relation to core
Periphery grows as a reflection of its rel'n to core (Cardoso)
Context: colonialism - 3rd world development patterns

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Dependency theorists

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Gunder Frank (1969)
Dos Santos (1970)
Cardoso (1969/1977)
Falleto (1969)

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"new" Dependency

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Cardoso (77)
Sociopolitical, internal focus (Dual development-"internal colonies" in B, Arg, M)
concrete
Development & dependency can co-exist
Multinationals need some development to create market

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Marxist/Neo case studies

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Bowles & Gintis (1976) Schooling in Capitalist America
refuting HC ed & work hypotheses:
Harry Braverman (1974)
Randall Collins (1977)

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World Systems

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Core/Semi/periphery (Econ zones)
Semi mitigates, prevents polarization
Core: military power, efftv pdn sys, capital accum, str admin
Periphery: opposite chartrstic
Capit flows peri to core
Origins in 16th C
Wallerstein (1974-Binghampton)
Galtung (1971)
Memmi (1965)
Fanon (1968)

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World Systems stages

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Feudalism
Mercantilism (UK core)
Post 1760: Indust Rev full c/p
Post 1960s: US hegemony

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World Systems/Dependency implications for education

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See Carnoy (1974)
Look internationally
Implications of: Aid, western models of HE, Int'l scholarly netwks, Curric Dev (Altbach), Center v. Periph view on functions of education

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Regulation Theory

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Society uses ideological hegemony to control society through modes of regulation: media, macro-econ policy, hegemony of large corporations
Ex. Fordism (consent to mass consumption)

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Fordism

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David Harvey
8 hr day, assembly line, standardization
blue/white collar
production up, consumption up
worker consumes what produces

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Crisis of Fordism (mid 70s)

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Scott (UCLA)
computers
decrease labor mkt rigidity
external links (cheap labor SEA)

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Hidden Curriculum

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Indirect schooling in norms and values of modern society
Functionalists: treats everyone the same
Marx: different classes are taught differently (see Anyon 1980)

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Symbolic Violence

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Bourdieu & Passeron
imposition of meaning system of one group on another
Habitus (passed from gen to gen)
Dominant culture creates "classics" to be revered
Competition: some don't even enter
Schools teach child where they stand with respect to dominant group
Critique: Vague, unmeasurable (F&S)

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F & S critique of Marxism/Functionalism

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Both presuppose some system (lack of ind. agency)
Some capitalist societies with strong socialist tradition have schools that are more hierarchical

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Foucault (70s-80s)

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Conflict
Socially construct mean "normalcy"
Power is ubiquitous
Domination will always exist as long as there are social institutions and discourse
Ex. sexuality - Halperin OED 1892
Criticism: doesn't say how identity should be formed

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Feminists on Marxists

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Men dominate women in all classes
Sexual division of labor in work and home (two fold)
Companies favor men leads to low expectations for girls
Fraser (1989) differential welfare

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Bowles & Gintis (1976)

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Capitalist schooling in America
Schools legitimize inequality
Social Reproduction
No correlation between IQ, years of schooling and econ success
Conclusion: ascribed still important

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Harry Braverman (1974)

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Work environment has become deskilled

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Randall Collins (1977)

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Haven't become more skilled because of labor market demands
Educated workers are not necessarily more productive

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Galtung on Imperialsm

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disharmony between two peripheries
no harmony between centers
more disharmony in periphery than in the center (instability)

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Gunder Frank (1966) Hypothesis

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1. Development of satellite (national and other) limited by sattelite status.
2. Sattelite develops most when connection to core is weakest
3. Most underdevelopment today in regions that had strongest connection to core in past
4. Industrialization paralized in sattelite while reintegrates

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Gunder Frank (1970)

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Capitalism, not tradition is cause of underdevelopment in LA
surplus flow:
landless laborer to tenant farmer to latifund, merchants to local center to regional center to global center

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Anyon (1980) Social Class and the Hidden Curriculum of Work

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Hidden Curriculum
5 schools study (2 wking, mid, upper mid, elite)
teaching style, work, ownership, rules
working class taught lock-step, upper middle own perspective, elite in charge

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McDermott (1982)Social Relations as Contexts for Learning in School

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Reading groups and question asking
Students from high level reading groups will interrupt teacher working with a low level group more than the reverse.

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Willis (1981) How Working Class Kids Get Working Class Jobs

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Ear'ole students
Need to look at subculture which lads create
Students culture values bravado, manual labor
Abstract is feminine
Doomed to working class job by own rebellion
Students are active part of process-agency(different from Bourdieu, Passeron)
Meets their short term needs

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Fraser (1989)

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Differential welfare remuneration
men receive unemployment
women receive conditional subsidies: food stamps, etc.