Please use this identifier to cite or link to this item:
|Other Titles:||A Critical Analysis of Theories of Social and Cultural Reproduction|
Department od Education, NTNU
The purpose of this article is to analyze and criticize the main points on social and cultural reproduction theories. Since 1970s, schools of Neo-Marxism, Critic theory and Structuralism, etc, have strongly criticized the function of modern education. These main theories include social reproduction, correspondence theory, cultural reproduction, and hegemonic reproduction. They argue as follows：1.The cultural hegemony of the dominant class controls the curriculum and teaching in schools；2.Educational system loses its autonomy respectively and hence becomes an instrument used for dominating the whole society；3.Educational system does not fulfill the ideal of equal opportunity of education, the reasons are related to what is mentioned next; 4.Educational system reproduce unfair social classes. However, the author also points out some weaknesses of reproduction theories. They are as follows：1.Schools are not just a compliant instrument for duplicating social classes；on the contrary, there are controversy, conflict, opposition, and disagreement continuously present within campus；2.Reproduction theories err as does determinism, and they deny the positive contributions that modern education has made to social mobility；3.If the structure of social classes was reproduced undoubtedly through complying, then any social change will not be likely to take place；4.It seems that resistance theory is more suitable to explain the duplication of lower socio-economic status.
|Appears in Collections:||教育研究集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.