Notes towards a theory of cultural forms and social reproduction Willis, P. (1977) Linda Faulk Educ...

Notes towards a theory of cultural forms and social reproduction

Willis, P. (1977)

Linda Faulk

Educ 714

Reproduction of Labor power

• Requirements for labor do not dictate labor power

• School does not produce classless labor power

• Cultural forms not determined• While we can predict employment given

ses, education, location, family background, do these variables determine choice?

Culture

• Social reporduction of distinctive relationships

• Three characteristics– Symbolic language– Outward manifestations--clothing, style– Confirmation of identity

Capitalism offers freedoms

• Capitalism offers real freedoms

• The dominant class could not control without the acquiescence of those below

• A complex problem which includes those situations which are not in the best interests of capitalism.

• Problems cannot be absorbed back into capitalism

Reproduction and State institutions

• School prepares mental labor power.

• Three levels– Formal--purpose to equalize opportunity,

advance education– Underlying premise--not really to pass on

aspirations– Adaptation to mainstream culture

Failure of school supports an objective

• When students 'fail' they become the part of the unskilled labor force

• Students have 'choice'

• Volunteer manual labor force

• Lack of progress by students is expected

Scott Davies Review of the "Willis Thesis"

• Class inequities exist because of working class behavior issues

• Cultural Resistance is shown by misbehavior

• Traditional gender roles are emphasized and reinforced

Does society NEED all its citizens to be college educated?

• How will manual jobs be filled?

• How does the labor force absorb high numbers of educated citizens?

• Where is the opportunity for radical change?

NCLB Mixed Blessing• Focus on creating educational equity• Sanctions affect predominantly minority

schools which are already behind• Reforms take time, resources and training• Undertheorized and underconceptualized

racial achievement gap

Critical Race Theory Oppositional (legal) Scholarship to

uncover racial injustices and inequityWhite European supremacyDefining Elements: racism permeates

every aspect of society such that most people (dominant culture) cannot understand or recognize its impact.

Narrative

• Racial reality helps many understand

• Exposure can cause anger, denial, denial, shock

• "Whites don't see it as their perspective, but the truth."

Historical Context

• Undertheorized because of lack of historical perspectives

• "A common occurrence in discussions about race is a tendency not only to render the complex simply, but to disregard the historic conflicet"

Historical Context

• Non-white access to education not a 'right'

• Failure to understand racial past is partly the reason the illiteracy is not understood

• Non-deliberate amnesia

• Inhibits formulation of effective policies and practices

Interest Convergence

• Bell (1980) "the interest of Blacks gaining racial equality have been accomodated only when they have converged with the interests of powerful Whites"

• Desegregation-TV-Anticommunisism : less a push for equal education than a struggle for military position

Racism is Permanent

• Periods of progress, followed by resistance and backlash

• "Hope is found in resistance itself, not necessarily with the expectation that it will be entirely effective"

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning,

participation in democracy, and well-being

by

Linda Faulk

June 4, 2008

"There is a paradox in our preK-12 schools, and within teacher

education. Parents and teachers wnt schooling to suppport children's

ability to become lifelong learners…yet we have not substantitively integrated these values into our school or the training we give

teachers." (Cohen, p 463)

THE AIMS OF EDUCATION:Phi Beta Kappa/Gallup Poll: We want responsible citizens.

Life long learnersGet a good jobHave a happy life and be happyGet married

This is not consistent with our curriculum

Three routes to happiness:Positive emotion and pleasureEngagementMeaning

Pleasure is least important path

SOCIAL, EMOTIONAL, ETHICAL, and ACADEMIC EDUCATION:

Grown our of research, theory in education and mental health

Promotes Socio-Emotional Health and Ethical conduct

Character Education (little impact)

DEWEY, FREUD AND LIGHTNER:Dewey: aim of education to teach skills

needed to participate fully in democratic society

Freud: Use discoveries of psychoanalysis to help promote a child's ability to learn

Lightner: Opened 1st psychological clinicFocused on educational issues

TWO MILLION STUDENTS:May not succeed in school due to mental

and physical health issues28% of youth depressed, sad, hopeless16% of those make a plan to commit suicideSuicide third leading cause of death in

adolescents

FOUR DEVELOPMENTS:1. Mental/emotional health best predictor of

ability to learn, be happy, productive, have happy marriage and ability to work

2. Social and emotional capacities are brain based, just as ability to do math or language

3. It can be learned 4. Two core processes:

Create parent-educator partnershipsPurposely teach the qualities

PUTTING INTO PRACTICE:1. Planning, Discovery and Community

Building 2. Creating a climate for Learning and

Safety 3. Creating Home-School Partnerships 4. Pedagogic Practice

PUTTING INTO PRACTICE:1. Planning, Discovery and Community

BuildingBully/Victim mentality--there is always

a witnessNo bystanders allowedCollaborative plan:

screening,assessment, intervention, parent programs

PUTTING INTO PRACTICE:2. Creating a climate for Learning and

SafetySchool Climate/self-esteemRisk prevention and health promotionCommunity service and service

learning

PUTTING INTO PRACTICE:3. Creating Home-School Partnerships

Schools need to develop relationships within community

Programs to help parents help students

PUTTING INTO PRACTICE:

4. Pedagogic PracticeSeparate Course that is taughtSocial developmentImpulse controlIntegrate into language artsShared values outside formal

classroom

PUTTING INTO PRACTICE:

ObstaclesSustainabilityBullyingParents may feel intrusionEvaluation/assessment

TEACHER EDUCATION:

• Teacher education not consistent with goals

Character education important, but not part of teacher curriculum

Conflict resolution precursor