Abstract
Transforming the educational style of the working class in Poland
Highlights
Sadura of the reproduction of the social structure through the education system, the level of feasibility in reconstructing parents’ level of education and the allocation of individuals in a changing labour market are the subjects of measurement and criticism
Analyses of contemporary capitalism and the education system (Tomlinson, 2013), those referring to post-constructivist theories (Boltanski and Thevenot, 2006; Cherryholmes, 1988), tend to distance themselves from interest in the issues of social class, focusing rather on analyses of the isolated order of actions, social networks, discourse-related changes, and logic behind the operations of institutions
The combination of both trends may lead to a reformulation of the way class is understood, which would depart from thinking in the categories of a structural matrix, towards an understanding of class and individuals having dispositions formed by their class membership as actors functioning within a specific area of social reality, such as the education system
Summary
Analysts who were quite critical of the operation of education systems lacked the tools to describe what was taking place at the classroom level (ethnography), to undertake an in-depth anthropological analysis of teacher–student relationships, group self-organisation processes and functioning in peer groups On their cognitive horizons, there was no room for something that could be referred to as the “cultural school level”, which is (at best) a dependant variable subjected to the reproductive functions of school in a society (Aronowitz, 1981). It is not just that working class children are the cannon fodder for capitalist factories (as shown in earlier analyses), but it is that, through the culture of school resistance, these children become industrial labourers and, as time passes, union or political activists (Aronowitz, 1981) As a solution, he recommended that schools should be created where teachers would be able to show appreciation for “working class” culture by transforming it into a well-developed criticism of capitalism that is in line with Paulo Freire’s postulates of the “pedagogy of the oppressed” (2007). While Freire was calling for non-formal education, Willis believed that the education system could be transformed to provide a tool for deep changes
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