• Primary socialisation (learning of basic values, roles, statuses, norms, etc)
• Family groups, Peer groups, etc.
• Social control
• Self concept / self development (Mead - The Self, the "I" and the "Me")

• Secondary socialisation (learning of wider social values, roles, statuses, norms)
• Social control

• Processes by which different societies, cultures (e.g. social classes) and subcultures transmit variety of different values, beliefs (ideologies), norms.
• Agencies: Family, Work, Religion, Media, Education.

• Process by which different societies, cultures and subcultures reproduce both themselves (socialisation) and relationships of dominance / subordination.
• Agencies: Education, Media, Religion, Family, Work.

• Different theories of society (Functionalist, Marxist, Interactionist, Feminist, etc.)
• Different theories of role of education within society (Functionalist, Marxist, Interactionist, Feminist, Deschoolers, etc.)
• The Formal curriculum (content, social construction of, etc.)
• The Hidden curriculum (the experience of schooling, social learning, etc.)
• Differential Achievement (Class, Gender, Ethnicity)

• Socialisation (secondary) - Learning instrumental relationships
• Allocation (of individuals into future adult roles)
• Differentiation (selection process)
• Meritocracy
• Social stratification - academic and vocational training
• Transmission of societal values and norms
• Reproduction of society

• Transmission of ruling class ideologies through organised education:
• "Ideological State Apparatuses" (ISA's) and
• "Repressive State Apparatuses" (RSA's)- Althusser
• Dominant Ideology
• Cultural Hegemony (Gramsci, Poulantzas)
• Relative autonomy (of education system from other institutions - Giroux)
• Correspondence Theory (Bowles and Gintis)
• Cultural Capital (Bourdieu and Passeron)
• Reproduction of social inequality (structured inequality)

• Radical: Philosophical opposition to traditional school organisations:

  Summerhill (private, democratic)
  Steiner Schools (education through play - informal learning)

• Mainstream: Different forms of traditional school organisations

  City Technology Colleges (based around Information Technology)
  Magnet schools (specialise in particular subjects - eg. Music, Languages)

• Supplemental: Additional / Alternative, non-school based forms of education

  Saturday Schools (Mirza - Afro-Caribbean's in Britain)

  Home Schooling

• Dewey (early 20^th century)
• Illich ("Deschooling Society1971) / Perelman ("School's Out…" 1992)
• Status Groups (eg. Professions - teachers)
• Professional closure (control of intake)
• Control of knowledge / formal curriculum
• Organisation of teaching process
• Monopoly of knowledge
• Validity - of knowledge, of realisation of knowledge (exams, etc.)
• Subordination, Dependence, Conformity, Competition, Fatalism…
• Streaming / Banding - replication of economic stratification

• Reformist Liberalism (Comprehensives, Compensatory: Educational Priority Areas (UK): Plowden Report 1967, Operation Headstart (USA, 1950's), Nursery Schooling, Education Action Areas (1999).
• Multi-culturalism, Anti-racism, Special needs
• Market Liberalism (Thatcherism / New Right): See 1988 Education Reform Act
• Academic / Vocational subjects
• Tri-partite system / Comprehensivisation
• The New Vocationalism:1974 onwards (see Finn):
• NVQ, GNVQ, Key Skills, Records of Achievement, Work Experience (TEVI), Modular A-levels, A/S levels.
• "Skill shortages" in labour market (YTS, YT, Modern Apprenticeships)
• Manpower Services Commission / Training and Enterprise Councils (TECs)
• Adult Education: Expansion of FE and HE. Conversion of Polytechnics.
• Public Schools (fee-paying): Cultural transmission and Reproduction of Elites
• Social networks / social and status inequalities
• Meritocracy (contest and sponsored mobility)
• Postmodernism (changing nature of employment)

• Types of school (State, Private, Selective, Non-selective)
• School hierarchies (see Alternative Schooling)
• Streaming, setting, banding
• Role of School Governors
• Subjects / Subject divisions (Arts / Sciences)
• Formal curriculum and hidden curriculum
• Discipline (Truancy, Expulsions, Suspensions)
• Conformity / Attendance
• Testing: Key Stages 1 - 4(GCSE), Public examinations
• Pupil subcultures
• Teacher - Pupil relationships / Pupil-Pupil relationships (bullying?)

• "Societies select…things they consider worthy of being known" (Weber)
• Postmodernism and moral / cultural relativism

• Class: upper / middle achieve more (all levels)
• Gender: Females achieve more (up to A-level)
• Ethnicity: Whites, Asians achieve more (all levels)
• Afro-Caribbean females achieve more than Working class males
• Region: Affluent areas achieve more / inner cities achieve least

• Relationship between educational achievement and work (by class, gender, ethnic group). Social networks (especially upper / middle class)
• University entrance (upper / middle class dominated)
• Public schools and Oxbridge entrance
• Cultural Capital (family, education, wealth, etc.).
• Meritocracy and equality opportunity (Davis and Moore thesis)
• Correspondence Theory (Reproduction of class / gender / ethnic inequalities)
• IQ (genetic basis of intelligence?): Problems of definition / measurement.
• Academic / Vocational divide
• Education for adult life or Training for work?

• Material deprivation (Poverty, Income, Employment, Diet, etc.)
• Employment opportunities

Non-school factors [Cultural]

• Cultural deprivation (and compensatory education: Halsey)
• Cultural difference:
• Cultural Capital (Bourdieu)
• Language (Bernstein)
• Positional theory (Boudon, Banks)
• Family (parental attitudes - class, gender and ethnicity: Douglas)
• Primary socialisation (especially related to single-parent families / males / females)
• Perceptions of employment opportunities
• Patriarchal ideologies and relationships
• Racism

School factors [Material]

• School (region, condition)

School factors [Cultural:]

• Labelling theory / self-fulfilling prophecy
• Streaming / Banding / Setting
• Class, gender, ethnic background
• Formal Curriculum (middle class knowledge)
• Hidden curriculum
• Anti-school subcultures (Male: Willis / Female: Lees)
• Language and textbooks (anti-female / black bias)
• Gender relationships (teacher -pupil / pupil-pupil)
• Gendered curriculum (patriarchal)
• Teacher expectations, attitudes and behaviour (Nash)
• Single / Dual sex schooling
• Examination and skill changes (GCSE, A-level, Coursework)
• Changing attitudes to / expectations of work (males and females)