Working Cass Families and Modern Education Systems Essay

Working Sass Families and Modern Education Systems Redefined under Neo-Liberalism Policies BY Jane 985 Counsel’s (2003) article focuses on the problematic relationship between working- class families, and modern education systems, which Is being redefined under neo- liberalism policies. Connell explores this Issue In relation to an Australian reform, which was created with an Intention to make upper secondary education more Inclusive, In particular through more extensive vocational education opportunities.

Connell explains that the level of which working-class youth’s needs have been met, r neglected throughout the past 1 50 years of mass schooling In advanced capitalist economies remains a core problem of social Justice In education. (p. 235) Counsel’s argument Is that while social class Is no longer officially recognized as an Issue In Australian life, class Inequality and exclusion have a marked Influence on education in the present day. (p. 247) Connell states that the nature of which working class families respond to state schooling is a key issue of importance in research on class and education.

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Counsel’s central argument lies in her criticism of the neo-liberal arrest agenda, which she states is ultimately seeking to ‘reconstruct mass education on a ruling-class education organizational model’. Connell argues that due to the fact neo-liberalism fails to acknowledge that class structure exists, and assumes its market model is universally applicable (an assumption which Connell states is disproved by British research) -problems associated with class structure will continue to go unacknowledged. (p. 37) Connell further argues that many working class families continue to grapple with the ‘bureaucratic machinery of state education in order to obtain a reasonable education for their children, however as Connell believes – there’s still a long way to go’ before this relationship is cohesive and productive for all parties involved. (p. 247) In support of her argument of class still being a key factor of inequality in education, Connell cites authors such as Betties (2002), Dent and Wheaton (1996), Thompson (2002), Lynch & Lodge (2002) & Tees and Poles (2003) (p. 235).

Connell cites Margins (1997) to argue that the motives of noncommercial’s market agenda in he 1 ass’s was to ‘push to privative education’, and where public education Institutions remained -restructure them to become market competitive. (p. 236) using largely a methodical approach, Connell draws on close-focus research carried out across four socially and geographically diverse government secondary schools, obtained from the Vocational Education and Equity In Senior Secondary Schooling project, and undertaken by staff of the University of Sydney Faculty of Education, the Department of Education and Training and the NEWS Board of Studies.

Through a series of qualitative Interviews with students, parents and teachers of Years 1 1 and 12 VET classes over a period of two years, Connell explores the relationship between working-class families and schools today, which operate under this neo;liberalism influence, but which are also attempting to implement social 238) Counsel’s central argument is plausible and relatable in the sense of the extensive field data carried out across schools depicting various class structures. The article being ‘peer reviewed’ also adds more weight to her claims.

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