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Critical theory emerged out of the Marxist tradition and was developed by social scientists and philosophers in Germany during the mid-twentieth century. The theory aims to critique society, social structures, and systems of power to foster egalitarian social change.

Frankfurt School (founded in 1923) refers to a collection of scholars known for developing Critical Theory and popularizing the method of learning by interrogating society's contradictions.

Strengths:

Critical theorists want social reconstruction.

Critical theorists want to help the oppressed to escape oppression.

Critical theorists listen to the voices of marginalized groups.

Critical theorists want to give everyone a fair chance to succeed.

Critical theory has generally been committed to the idea of modernity and progress.

Onset of an “administered world” in which human activity would be smothered in an ever-expanding network of management and control.

Weaknesses:

Critical theorists often create their own language.

Some critical theories use vocabularies that are confusing and make it difficult to merge different critical ideas to advance change.

Critical theorists believe that students and teachers should be able to question and negotiate every aspect of education.

Critical theorists say their ideas are much like progressivism, but are indeed rather more political.  Critical theorists focus on the relationship between knowledge and power instead of on knowledge and skills.

See value in all actions that violate prevailing norms or oppose prevailing ideas / actions of marginalized or powerless people in society.

Not all forms of resistance and transgression of laws should be supported.  Critical theory does not provide clear guidelines for determining when societal structures advance culture and social organization and when they become sites for resistance and transformation.

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Like functionalist theory conflict theory is based on the assumption that society is like a social system however conflict theory focuses on the needs for capital rather than the needs of the system

The functionalist perspective views society as working together with cohesion and integration.

The conflict theory emphasizes the conflict between different groups in society, focusing on domination, oppression, exploitation

Strengths:

Helpful in understanding situations when there's a conflict of interest

It acknowledges the inequalities of society

Conflict contributes to social change ensuring both interpersonal and inter-group dynamics remain fresh and reflective

Conflict serves to discourage premature group decision making

Realization that money is the barometer of a society’s virtue

Alerts about a materialistic culture

Conflict strengthens intra-group unity by providing an outlet for group members to discuss and negotiate their interests within the group

It illuminates how the ruling elite manipulate society in order to retain their power.

Challenges the functionalist view of society working together as one entity.

A review of the goals and objectives to meet the needs of conflicting parties may result in goal congruence and coherence in operations

Conflict may result in negotiation and innovation.

Weaknesses:

Ignore the value of cooperation and collaboration

Globalization of the world economy widens gap between rich and poor

Trade treaties exploited Third World poor economies

Conflict can have both short term and long term effects on the physical and psychological health of the individuals

Does not explain why people work together and cooperate.

IMF(International Monetary Fund), influenced by the richer countries, agreeing to help Third World developing countries, on the basis that they would privatize their economies and allow multinational corporation to run their financial institutions.

Exploit the cheap labour and resources of Third World countries.

Conflict can distract individuals and groups from their primary purposes, leaving them with less time and resources for other activities.

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A macro sociological theory based on the characteristics of social patterns, structures, social systems and institutions such as family, education, religion, leisure, the economy, media, politics and sport.

Society viewed as a complex system whose parts work together to promote solidarity and stability.

Each aspect of society is interdependent and contributes to society's stability and functioning as a whole.

Strengths:

Regards society as a system: the various parts are linked together

Believes that basic needs (functional prerequisites) are to be met in order for society to survive

Order and stability is brought about by value consensus.

Important school’s role in socialising children

Envisions society as a complex system whose parts work together to promote solidarity and stability

All the institutions (organic analogy: organs within the body) work together to sustain society as a whole

Society is structured: relationship-organised in terms of rules

Education about values, norms, respect and consequences

Weaknesses:

Problem explaining social change. If society exists to fulfil needs, when these needs are met there is no need to change.

Macro-scale approach could miss crucial factors or minority groups which contribute to the functioning of society

Fails to acknowledge that there are minority groups within society

Fails to acknowledge inequalities in society.

Over-emphasizes the consensus that exists in society

Consensus theory, sees society as fair and just

All individuals within a particular society share the same or similar norms and values Draws an analogy between an organism and society. Organisms are biological with a natural life process and societies are not.

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More interesting websites, reports, and articles...

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More interesting websites, reports, and articles...

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Australian Bureau of Statistics (ABS)- Education: http://www.abs.gov.au/Education

PISA 2012: How Australia measures up:
https://www.acer.edu.au/documents/PISA-2012-Report.pdf

GONSKI Review of Funding for Schooling Final Report | December 2011:
https://d3n8a8pro7vhmx.cloudfront.net/aeu/pages/1/attachments/original/1393387838/Gonski_Final_Report_2012.pdf?1393387838

My School: https://www.myschool.edu.au/

Longitudinal Surveys of Australian Youth: www.Isay.edu.au

Rich schools get richer, poor schools get poorer:
http://www.theage.com.au/victoria/rich-school-gets-richer-poor-schools-get-poorer-20160215-gmujul.html

Why poor kids continue to do poorly in the education game (2014):
https://theconversation.com/why-poor-kids-continue-to-do-poorly-in-the-education-game-23500

Link to several articles on class in Australia: https://theconversation.com/au/topics/class-in-australia-9097

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1. What is the relationship between schooling and social class? Why is social class often not directly addressed in Australian media and public discourse?
2. In what ways are middle class interests, practices and behaviours accorded particular value in schools? What might be the impact of this for students coming from non-‐‐middle-‐‐class backgrounds?
3. How does social class shape the expectations of teachers, principals, parents and teachers? What stereotypes and assumptions are made about students and families from socioeconomically disadvantaged backgrounds?
4. What are the systemic and institutional factors that can perpetuate social disadvantage for socioeconomically disadvantaged students?
5. What would need to change in order to provide more equitable education for socioeconomically disadvantaged students? What kinds of resistances might be encountered in making such changes?

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Intergenerational mobility: new evidence from the Longitudinal Surveys of Australian Youth.

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Intergenerational mobility: new evidence from the Longitudinal Surveys of Australian Youth.

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A key message of the survey:
“… there is little evidence of an increase in intergenerational mobility. Children of high socioeconomic status parents are as likely to have higher tertiary entrance rank scores and better test results in the 2000s as in the 1970s. In other words there is little evidence of a change in intergenerational mobility in Australia since the 1970s.”
www.ncver.edu.au/publications/2712.html

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If her parents got a job, do you think that would change anything?

Do you think if Jessica worked hard enough she could get out of claymore?

Do you think if Jessica’s parents had a good education and finished high school that would change her outlook?

Do you think the solution is giving them a means to make money? For example a factory or a shopping strip

What do you think Australia needs to do in the future to create jobs?

Where do you think Jessica is now? Do you think she is pregnant? Has she left Claymore?

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'Growing Up Poor'

By Sarah Ferguson, Mary Fallon and Greg Wilesmith
(2012)
http://www.abc.net.au/4corners/stories/2012/09/20/3594298.htm

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You are from a high socioeconomic background, for example extensive generational family wealth or new generation wealth living in inner city suburbs or areas known for high socioeconomic status.

Document 3 key points from your group discussion on your table here.

1. a safe net at high level would make people be brave to explore their possibility in the life
2. attitude towards education and fortune can pass down through generation
3.

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You are from a low socioeconomic background, for example you could be from a very remote community or a low socioeconomic status suburb.

Document 3 key points from your group discussion on your table here.

1. Preventative factors to education might include
- Money

-Not enough teachers within the school

-Distance

-Support

-Lack of energy/sleep
-Lack of family drive for education

2. Individual support for student situations would be very beneficial in most circumstances.

3. It's not only students that are affected by low SES effects. Teachers may suffer from low performance and lack of drive due to poor classroom materials

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The Politicians & Principals/ Functionalist theory

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The Politicians & Principals/ Functionalist theory

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You are a group of politicians/Principals with a diverse range of opinions and beliefs.

Document 3 key points from your group discussion on your table here.

1.
2.
3.

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Social mobility is defined as the movement of individuals, families, households, or other categories of people within or between layers or tiers in an open system of social stratification. Open stratification systems are those in which at least some value is given to achieved status characteristics in a society.

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Refers to changes in social status between different generations within the same family. “The idea that young people’s achievements in education and employment should be a consequence of their own efforts and abilities rather than their family background is an important measure of the efficacy of education systems in both Australia and internationally.” (McGaw, p. 11, 2013)

https://www.ncver.edu.au/__data/assets/file/0015/9060/intergenerational-mobility-2712.pdf

Interesting article on inter-generational mobility in Australia. (2007)
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.177.2475&rep=rep1&type=pdf

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Deficit perspective: defining students by their weaknesses rather than their strengths.

Deficit theory : Suggests that students who differ from the norm in a significant way should be considered deficient, and that the educational process must correct these deficiencies.

(Good article on Deficit theory) https://mckayschooleducators.wordpress.com/2011/11/04/deficit-theory/

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Social stratification refers to a system by which a society ranks categories of people in a hierarchy. In Britain and the United States, it is perfectly clear that some groups have greater status, power, and wealth than other groups. These differences are what lead to social stratification.

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Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others, based on income, education, and occupation.