...2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism Marxists see all society’s institutions, such as the education system, the media, religion and the state, alone with the family as helping to maintain class inequality and capitalism. Capitalism, also known as Marxism, is a perspective based on the ideas of Karl Marx. It sees society as divided into two opposed classes, capitalist class, who own means of production and the working class, whose labour the capitalists exploit for profit. In a capitalist society, goods and businesses are owned privately for the purpose of profit. For Marxists, the functions of the family are performed purely for the benefit of the capitalist system. This view contrasts sharply with the functionalist view that the family benefits both society as a whole and all the individual members of the family. But however for Marxists, the functions of the family do not meet the needs of society as a whole but meet the needs of capitalism. Marxists have identified several functions that they see in the family fulfilling for capitalism, one of the functions is inheritance of property. Marxists argue that the key factor determining the shape of all social institutions, including the family, is the mode of production. In modern society, it is capitalist class that owns and controls these means of production. As the mode of production evolves, so does the family. Engels view which was promiscuous...
Words: 557 - Pages: 3
...Assess the marxist view that the main role of the family is to serve the interests of capitalism. In sociology there are many different perspectives on the family and the Marxists view is that the main role of the family is to serve the interests of capitalism. They would argue that they do this through primary socialisation, Althusser says that the family teaches the ideas of capitalism through socialisation as the family is part of the ideological state apparatus, teaching us not to question authority figures and be obedient to them, linking for when the individual work and the bourgeoisie will be the authority that they have to obey. Zaretsky who is also a Marxist had very similar views to Parsons, a functionalist who came up with the warm bath theory about family, but instead Zaretsky says that the family is a safety valve and also an illusion, that you think you’re coming home after a hard day at work to relax with your family but really they’re actually there just to rest you so that you can go straight back out to work again and serve capitalism the next day, all over again. The family also serves the interests of capitalism because families buy the latest consumer goods that are out to be judged on that basis by others, thinking that if they have the new good stuff then they will look better and a higher class of person but these are just seen as false needs and when families are getting tricked into thinking they need to buy these thing they are serving the bourgeoisie...
Words: 405 - Pages: 2
...Using material from Item A and elsewhere, assess the view that the main function of the education system is to reproduce and legitimise social inequalities. 20 State education began in 1870 and a significant feature of education in Britain is the difference in achievement between pupils from different social classes. Despite many improvements to the education system, social class differences continue. Social class background has a powerful influence on a child’s success in the education system. For example, children from middle class families on average perform better than working class children. Functionalists see education as based on value consensus where as Marxists see it as based on class division and capitalist exploitation. Althusser saw schools as part of the ideological state apparatus, where people are persuaded to accept their exploited position in society. This maintains the rule of the bourgeoisie by controlling people’s ideas, values and beliefs. Althusser also argues that the bourgeoisie do not need to use the repressive state apparatus, this includes the police, courts and army. The bourgeoisie does not need to use the RSAs because they are used to maintain the rule of the bourgeoisie by force, therefore can manipulate the ways in which people think. Therefore the main function of the education system is to reproduce and legitimise social inequalities as in Althusser’s view education transmits class inequality from generation to generation and legitimates...
Words: 785 - Pages: 4
...Assess the Marxist contribution to an understanding of the role of education Marxism is one of a group of theories collectively called structural theories. Marxists tend to see the role of education as a process of conflict. They believe that the education system creates class inequality. Working classes accept that they will be working in the manual work force in the future, unlike the middle class students who believe they will be doing the higher and more skilled jobs, this is due to the myth of meritocracy. According to a Marxist perspective, the role of education is to create a better economy in the future. Both Bowles and Gintis identify this role as they created the correspondence theory, which means that school will always correspond to work as they both have similar features, preparing for the working world. Bowles and Gintis also believe that children mostly learn from the hidden curriculum which is based on your learning in school like obedience, manners, competition etc. This means that Marxists believe education plays a big part in society because schools are preparing students for jobs in the future. Furthermore, Willis suggests that education also promotes conflict because he recognised that schools do not produce an obedient work force just like Bowles and Gintis said as they don’t follow ruling class ideology. Willis studied a group of 12 working class boys and he said that they developed an anti-school subculture which shows a lack of authority through school...
Words: 544 - Pages: 3
...Item A: Marxists take a critical view of the role of education. Capitalist society is essentially a two-class system, with ruling class exploiting the working class. Marxists see education as being run in the interests of the ruling class. For example, Althusser argues that education is an important ideological state apparatus that helps to control people’s ideas and beliefs. He suggests education has two purposes. It reproduces class inequalities through the generations by ensuring that most working-class pupils experience educational failure. Education also legitimates this inequality, persuading the working class to accept educational and social inequalities. Other Marxists have also pointed to the existence of a hidden curriculum in schools. Using material from Item A and elsewhere, assess the contribution of Marxism to our understanding of the role of education. (20 marks) Marx believed that the ruling class do not just own the means of production but they also rule as thinkers and producers of ideas. From a young age the ruling class were taught that you should rule by ideas, which is more powerful than ruling by force. This is because some people become angry when they say no. In education you are taught certain norms and values. For example attendance, punctuality, obedience, respect – hand up in class before speaking. If the pupils do not conform to these rules then they would get punished. Marx believes that education teaches young people that you need to accept the...
Words: 1521 - Pages: 7
...Assess the sociological explanations for ethnic inequality in contemporary society? (40 mark) Point: Marxism * Minority groups form part of a uniformed working class not against it. They work for the bourgeoisie. * Castles and Kosack argued that ethnic minority groups could also be part of * ‘reserve army of labour’– supporting capitalist system and forced to take lower paid jobs than their white counter parts. * Economic system created by racism (Cox) by creating a divide, the working class less likely to have a revolt as they haven’t developed class consciousness they blamed the ethnic minorities. Ideological state apparatus (Althusser) used by the upper class to force cultural reproduction and protect their income Negative effect on family life, woman becomes ‘psychological outlet’ (Zaretsky, 1976) for the man’s troubles and work Critique: Marxism Durkheim would support ethnic minorities working for bourgeoisie as it ‘functionally fits’ society, they have the workforce that they need and there is a consensus in society regarding how it should operate. When analysing the Marxist views the value attached to the ‘reserve army of labour’ needs to be addressed. * Not always negative they do have a job! * Breadwinner/instrumental role (Parsons, 1955) being fulfilled, this is positive for the functioning of society. It is also unfair to suggest that we live in a ‘racist’ society, laws to protect workers ‘anti discrimination act’ 1975, race relations...
Words: 763 - Pages: 4
...Brenna McRandal Using material from item A and elsewhere, assess the contribution of Functionalism to understanding of the role of education When studying education, Functionalists seek to discover what functions it performs to meet society’s needs. Durkheim identified two main functions of education: creating social solidarity and specialist skills. Durkheim argues that society needs a sense of solidarity, and that without solidarity, social life and cooperation would be impossible because each individual would pursue their own selfish desires. The educations system helps to create social solidarity by transmitting society’s culture, values and beliefs onto the next generation. Also, school acts as a ‘society in miniature’, preparing us for life in the wider society. For example, both in school and at work we have to cooperate with people who are neither family nor friends. Modern industrial economies have a complex division of labour, where the production of a single item usually involves the cooperation of specialist workers. For this to be successful, each person must have the necessary specialist skills knowledge and skills to perform their role. Durkheim argues that education teaches individuals the specialist skills they need to play their part in the social division of labour. Parsons sees the school as the ‘focal socialising agency’ in modern society, acting as a bridge between the family and the wider society. In both school and the wider society, a person’s status...
Words: 548 - Pages: 3
...Assess the contribution of functionalism to our understanding of the role of education (20 marks) Functionalists have a fairly positive view of education, however they do say that if one institution fails then the others do aswell. It is a common belief amongst functionalists that all institutions such as education help to maintain social order by performing main functions. Education in an institution that is considered an agency of social control which makes sure that norms and values are followed as they believe that by following these will prevent social issues. Functionalists Davis and Moore said that the education system was potentially involved with social inequality. They believed that education is used for selection and role allocation. They argued that social inequality was necessary in society because it meant that the most important and functional jobs were allocated to the most intellectual and skilled individuals. This view that Davis and Moore identified can be criticised because the most functional jobs don’t always get the highest pay, for example, doctors have a very functional job and benefit society, however they get paid less that people who work in the music industry. Durkheim identified that the education system performs two main functions. The first function that Durkheim identified was ‘creating and maintaining social solidarity’ which is where people are made to feel that they belong and fit in in their society. He argued that the education...
Words: 1001 - Pages: 5
...Social Inequality essay plans for Part b) 30 mark question Evaluate the usefulness of sociological explanations of ethnic inequalities.(30) Evaluate the view that society is institutionally racist (30) Adapt according to question given Introduction Ethnic inequalities are still significant in the UK – give a few examples. Suggest some explanations e.g Racism, Institutional racism, social class of ethnic minorities (Marxism), welfare dependency (New Right). This essay will identify and assess these explanations. AO1 Define types of Racism e.g Barker and new racism, institutional racism – McPhearson report on murder of stephen lawrence – racism in met police. Jenkins suggests recruitment to jobs is more word of mouth and disadvantages ethnic minorities. Modood 1994 28% of african caribbean people surveyed said they felt they had been refused a job on grounds of race. AO2 There are many government acts such as Race relations acts which should prevent discrimination AO2 However because racism is implicit (hidden) now it can be difficult to prove in court. AO1 Marxists such as Westergaard and Resler argue that race is a distraction from the real issue which is social class. It is capitalism which disadvantages certain groups and ethnic minorities are more likely to be in lower classes. AO2 However this ignores the existence of racism in society e.g in education where black boys have the highest exclusion rates in school. AO1 Another marxist explanation by Castles...
Words: 5292 - Pages: 22
...LACAN AND CONTEMPORARY FILM EDITED BY TODD McGOWAN and SHEILA KUNKLE OTHER Other Press New York Copyright © 2004 Todd McGowan and Sheila Kunkle Production Editor: Robert D. Hack This book was set in 11 pt. Berkeley by Alpha Graphics, Pittsfield, N.H. 10 9 8 7 6 5 4 3 2 1 Allrightsreserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from Other Press LLC, except in the case of brief quotations in reviews for inclusion in a magazine, newspaper, or broadcast. Printed in the United States of America on acid-free paper. For information write to Other Press LLC, 307 Seventh Avenue, Suite 1807, New York, NY 10001. Or visit our website: www.otherpress.com. Library of Congress Cataloging-in-Publication Data McGowan, Todd. Lacan and contemporary film / by Todd McGowan & Sheila Kunkle. p. cm. Includes bibliographical references and index. ISBN 1-59051-084-4 (pbk : alk. paper) 1. Motion pictures-Psychological aspects. 2. Psychoanalysis and motion pictures. 3. Lacan, Jacques, 1901- I. Kunkle, Sheila. II. Title. PN1995 .M379 2004 791.43'01 '9-dc22 2003020952 Contributors Paul Eisenstein teaches literature and film in the English department at Otterbein College, Columbus, Ohio, and is the author of Traumatic Encounters: Holocaust Representation and the Hegelian Subject (SUNY Press, 2003). Anna Kornbluh...
Words: 97016 - Pages: 389
...Oliver Nyambi considers The Uncertainty of Hope by Valerie Tagwira First published by: SAGE Open Jul 2014, 4(3) <http://bit.ly/1q7n9ui> ABSTRACT There is a subtle yet discernible connection between the post-2000 political power struggle and the gender struggle in Zimbabwe. In both cases, a patriarchal power hierarchy shaped by tradition and history is perpetuated and justified as the mark of the nation’s unique identity. In cultural, political, and economic spheres, the status of most urban Zimbabwean women is still reflected as inferior to that of most men. During this economic and political crisis period, the prevailing gender power-relations evolved into gendered appraisals of the impact of the crisis and this created the potential for rather universal and androcentric conclusions. The consequent eclipse of female-centric voices of the political and gender struggle tends to suppress women’s perspectives, consequently inhibiting a gender-inclusive imagining of the nation. This article argues that discourses about gender struggle in Zimbabwe’s post-2000 crisis have not sufficiently addressed the question of space; that is, the significance of the oppressed women’s physical and social space in shaping their grievances and imaginings of exit routes. Similarly, the article argues that representations of this historic period in literary fiction have accentuated the wider political and economic struggles at the expense of other (especially gender) struggles, thereby rendering...
Words: 7086 - Pages: 29
...Critical Perspectives on Accounting- MMPA 516 Journal This Journal provided me an opportunity to express my views and critically analyze the different aspects to which accounting relates. It had been a great experience and a great approach to express ones opinion. 2014 Harleen Kaur Juneja 300289064 6/3/2014 Critical Perspectives on Accounting- MMPA 516 Journal This Journal provided me an opportunity to express my views and critically analyze the different aspects to which accounting relates. It had been a great experience and a great approach to express ones opinion. 2014 Harleen Kaur Juneja 300289064 6/3/2014 TABLE OF CONTENTS 1. INTRODUCTION Page 2 2. ACCOUNTING IN ITS WIDER SENSE Page 3 3. ACCOUNTING AND EDUCATION Page 4 4. ACCOUNTING AND WAR Page 8 5. ACCOUNTING AND GLOBAL FINANCIAL CRISIS Page 11 6. ACCOUNTING AND CSR Page 13 7. REFERENCES Page 15 INTRODUCTION In this course I was surprised to see the other face of accounting. Till date I use to see the stereotypical accounting course that teaches us on a pattern to make us number crunchers who can arrange, categorize, and report details in a manner so unreasoned that only other accounting student can understand them. I had not seen to possess the more important reasoning skills that are necessary for the real life problem solving and business leadership, except to my exception in the MMPA 511 course taught by Arun Elias...
Words: 5799 - Pages: 24
...SCLY 3: Beliefs in Society Revision Guide 2009-10 Name: Remember: You have to revise everything, because essay questions will focus on more than one area of the specification. The specification: The relationship between religious beliefs and social change and stability * Functionalism: conservative force, inhibition of change, collective conscience, Durkheim and totemism, anomie; civil religions * Marxism: religion as ideology, legitimating social inequality, disguising exploitation etc * Weber: religion as a force for social change: theodicies, the Protestant ethic * Neo-Marxism: religion used by those opposing the ruling class, liberation theology * Feminism: religious beliefs supporting patriarchy * Fundamentalist beliefs: rejecting change by reverting to supposed traditional values and practices. Religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice * Typologies of religious organisations: churches, denominations, sects and cults, with examples of each New Religious Movements and typologies of NRMs eg world rejecting/accommodating/affirming; millenarian beliefs, with examples of each * New Age movements and spirituality, with examples * The relationship of these organisations to religious and spiritual belief and practice. The relationship between different social groups and religious/spiritual organisations and movements, beliefs...
Words: 23270 - Pages: 94
...The Subtle Subversion The State of Curricula and Textbooks in Pakistan Urdu, English, Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter...
Words: 58595 - Pages: 235
...www.GetPedia.com History of China: Table of Contents q q Historical Setting The Ancient Dynasties r r r Dawn of History Zhou Period Hundred Schools of Thought q The Imperial Era r r r r r r First Imperial Period Era of Disunity Restoration of Empire Mongolian Interlude Chinese Regain Power Rise of the Manchus q Emergence Of Modern China r r r r r r Western Powers Arrive First Modern Period Opium War, 1839-42 Era of Disunity Taiping Rebellion, 1851-64 Self-Strengthening Movement Hundred Days' Reform and Aftermath Republican Revolution of 1911 q Republican China r r r Nationalism and Communism s Opposing the Warlords s Consolidation under the Guomindang s Rise of the Communists Anti-Japanese War Return to Civil War q People's Republic Of China r r Transition to Socialism, 1953-57 Great Leap Forward, 1958-60 r r r r r Readjustment and Recovery, 1961-65 Cultural Revolution Decade, 1966-76 s Militant Phase, 1966-68 s Ninth National Party Congress to the Demise of Lin Biao, 1969-71 s End of the Era of Mao Zedong, 1972-76 Post-Mao Period, 1976-78 China and the Four Modernizations, 1979-82 Reforms, 1980-88 q References for History of China [ History of China ] [ Timeline ] Historical Setting The History Of China, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C....
Words: 41805 - Pages: 168
