Theoretical perspectives of education: Neo-Marxist

Theoretical Perspectives of Education: Neo-Marxist

The Fundamental Premise

  • Neo-Marxism is a theoretical approach that builds upon traditional Marxist theory, yet critically deviates from it in significant ways. They share the belief that society is class-based and conflict-centric, recognising the role that education plays in maintaining social inequalities.

  • Reproduction theory is central to Neo-Marxist thought, arguing that education reproduces existing social class inequalities and makes them appear legitimate. They argue that the working class are taught to accept their lower status as inevitable and just.

Ideology and Education

  • In relation to education, Neo-Marxists assert that it is a principal terrain for the reproduction of ideological dominance. By subtly transmitting ruling-class ideology, schools condition learners into acceptance of the status quo and discourage critique and challenge.

  • Neo-Marxists, however, consider working class students as not entirely passive and give them agency. They can resist this indoctrination and develop a counter-hegemonic or oppositional culture, challenging the position of the dominant class.

The Hidden Curriculum

  • An important concept introduced by Neo-Marxists is the hidden curriculum – an informal, unarticulated programme of knowledge and norms taught in schools, distinct from the formal curriculum.

  • They suggest that through the hidden curriculum, schools impart values and attitudes that sustain capitalist hierarchies. This includes competition, acceptance of authority and the internalisation of the society’s reward and punishment system.

Cultural and Symbolic Capital

  • Neo-Marxists also draw on Pierre Bourdieu’s concepts of cultural capital and symbolic capital. Cultural capital refers to the range of cultural knowledge, skills, disposition and tastes inherited from the family environment and valued by schools.

  • Symbolic capital, on the other hand, refers to the prestige or recognition that an individual receives from others. It is understood that those from higher social classes not only possess more cultural capital, but can convert this into symbolic capital, often resulting in educational success.

The Correspondence Principle

  • Neo-Marxists Bowles and Gintis extend the base-superstructure model in their correspondence principle, arguing that the structure of schooling corresponds to the structure of workplace.

  • The school system preps individuals for their adult roles within a capitalist society, teaching them to accept hierarchy and competition as normal aspects of life.

In summary, Neo-Marxist perspectives emphasise the role of education in perpetuating social inequality, yet acknowledge the potential for resistance and opposition within the system. They illustrate the subtle ways in which education can serve ideological functions in maintaining capitalism.