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presenting institutions such as education as contributing to stability and cooperation."},{"text":"conflict","correct":false,"explanation":"Conflict theory emphasises divisions and struggles between groups with unequal power. The correct term is consensus because the sentence describes society as united by shared values."},{"text":"interactionist","correct":false,"explanation":"Interactionism examines how people construct meanings through small-scale interactions. The correct term is consensus because shared values are presented as the basis of social unity."},{"text":"postmodern","correct":false,"explanation":"Postmodern theory stresses diversity, fragmentation and competing identities rather than unity through common values. The correct term is consensus, which describes society as integrated by shared beliefs."}]},{"id":"9411b2cc-7388-4c2d-b036-ad74aa8b706a","cardType":"cloze","points":null,"front":"A [ ] theory sees society as shaped by struggles between unequal groups.","back":"A conflict theory sees society as shaped by struggles between unequal groups.","mcqOptions":[{"text":"conflict","correct":true,"explanation":"Conflict theories view society as divided into unequal groups whose interests compete, with powerful groups using institutions such as education to preserve their advantages."},{"text":"consensus","correct":false,"explanation":"Consensus theory sees institutions as promoting shared values and social stability, not struggles between unequal groups. The correct term is conflict because the sentence emphasises inequality and competing interests."},{"text":"interactionist","correct":false,"explanation":"Interactionist theory focuses mainly on meanings formed through face-to-face encounters rather than broad struggles between unequal groups. The correct term is conflict, which centres on power and inequality."},{"text":"functionalist","correct":false,"explanation":"Functionalist theory generally explains institutions through their positive contributions to social order. The correct term is conflict because struggles between unequal groups are central to the description."}]},{"id":"f37b22a9-c7c0-447c-85bd-5ea5e4c5afa3","cardType":"basic","points":1,"front":"Which type of theory focuses on large-scale structures like capitalism or patriarchy?","back":"Macro theory.","mcqOptions":[{"text":"Macro theory.","correct":true,"explanation":"Macro theory examines society at a large scale, focusing on structures and systems such as capitalism, patriarchy, social class and the education system."},{"text":"Micro theory.","correct":false,"explanation":"Micro theory concentrates on small-scale interactions and the meanings individuals create. The correct answer is macro theory because capitalism and patriarchy are large-scale social structures."},{"text":"Consensus theory.","correct":false,"explanation":"Consensus theory concerns whether society is integrated through shared values, not specifically the scale of analysis. The correct answer is macro theory because the question concerns large-scale structures."},{"text":"Interactionist theory.","correct":false,"explanation":"Interactionist theory typically studies face-to-face behaviour and negotiated meanings at a small scale. The correct answer is macro theory because capitalism and patriarchy operate across society."}]},{"id":"65e82515-b093-4970-99d9-632fb746b64f","cardType":"basic","points":1,"front":"Which type of theory focuses on face-to-face meanings and classroom interactions?","back":"Micro theory.","mcqOptions":[{"text":"Micro theory.","correct":true,"explanation":"Micro theory examines small-scale social processes, including how teachers and pupils interpret behaviour, attach labels and create meanings through classroom interaction."},{"text":"Macro theory.","correct":false,"explanation":"Macro theory examines whole societies and large-scale structures rather than immediate classroom encounters. The correct answer is micro theory because the focus is face-to-face meanings and interactions."},{"text":"Conflict theory.","correct":false,"explanation":"Conflict theory focuses on inequality and struggles between social groups, which does not by itself specify face-to-face analysis. The correct answer is micro theory because the question concerns classroom interaction."},{"text":"Consensus theory.","correct":false,"explanation":"Consensus theory emphasises shared values and social integration rather than the scale of everyday encounters. The correct answer is micro theory because it studies meanings constructed through direct interaction."}]},{"id":"6543d380-6e9c-443a-a66f-280ab5004fc1","cardType":"basic","points":1,"front":"Where does functionalism sit on the theory map?","back":"Macro-consensus.","mcqOptions":[{"text":"Macro-consensus.","correct":true,"explanation":"Functionalism is macro because it analyses society-wide institutions and consensus because it sees them as supporting shared values, integration and social stability."},{"text":"Macro-conflict.","correct":false,"explanation":"Functionalism does analyse society at the macro level, but it emphasises shared interests rather than group struggle. It is therefore macro-consensus, not macro-conflict."},{"text":"Micro-consensus.","correct":false,"explanation":"Functionalism is not micro because it explains how institutions contribute to the operation of society as a whole. Its emphasis on shared values makes it macro-consensus."},{"text":"Micro-conflict.","correct":false,"explanation":"Micro-conflict approaches examine small-scale interactions involving power or resistance. Functionalism instead studies society-wide institutions and their contribution to shared values, making it macro-consensus."}]},{"id":"35ef3fd3-5278-4840-9285-2b0de70895fb","cardType":"basic","points":1,"front":"Which sociologist argued that schools create social solidarity?","back":"Durkheim.","mcqOptions":[{"text":"Durkheim.","correct":true,"explanation":"Émile Durkheim argued that education creates social solidarity by transmitting society’s shared culture and teaching pupils that they belong to a wider community."},{"text":"Marx.","correct":false,"explanation":"Marx viewed education mainly as reproducing class inequality and capitalist ideology. Durkheim instead argued that schools transmit shared values and thereby create social solidarity."},{"text":"Parsons.","correct":false,"explanation":"Parsons described school as a bridge between the family and wider society and developed the idea of meritocracy. Durkheim specifically emphasised education’s role in creating social solidarity."},{"text":"Bourdieu.","correct":false,"explanation":"Bourdieu argued that education reproduces class advantage through cultural capital and habitus. Durkheim was the sociologist who saw schools as creating social solidarity through shared culture."}]},{"id":"2fa77ab1-cc2d-4575-abbb-fd510937a2f5","cardType":"basic","points":1,"front":"In functionalism, what is social solidarity?","back":"A sense of belonging to a wider community.","mcqOptions":[{"text":"A sense of belonging to a wider community.","correct":true,"explanation":"For functionalists, social solidarity is the feeling of membership in a larger social group, produced when education transmits shared culture, values and collective identity."},{"text":"A sense of competition within a wider community.","correct":false,"explanation":"Competition for qualifications relates to selection and achievement rather than solidarity. Social solidarity means a sense of belonging to a wider community based on shared culture and values."},{"text":"An awareness of inequality in a wider community.","correct":false,"explanation":"Awareness of inequality may support conflict explanations of education, but it is not Durkheim’s social solidarity. The term means a sense of belonging to a wider community."},{"text":"A sense of independence from the wider community.","correct":false,"explanation":"Independence from society is the opposite of social integration. Social solidarity refers to a sense of belonging to a wider community through shared values and collective identity."}]},{"id":"711272ff-5ecf-4287-9edc-3f491a99e6cf","cardType":"basic","points":1,"front":"According to Parsons, what is school a bridge between?","back":"Family and wider society.","mcqOptions":[{"text":"Family and wider society.","correct":true,"explanation":"Parsons argued that school connects the particularistic standards and ascribed status of family life with the universalistic standards and achieved status of wider society."},{"text":"Teachers and pupils.","correct":false,"explanation":"Parsons did not define school as a bridge between teachers and pupils, who are both already within education. He identified family and wider society as the two sides."},{"text":"Education and employment.","correct":false,"explanation":"Education and employment are connected, but this is not Parsons’s specific bridge analogy. He argued that school links the family’s particularistic standards with wider society’s universalistic standards."},{"text":"Childhood and adulthood.","correct":false,"explanation":"Childhood and adulthood describe life stages rather than the social institutions in Parsons’s argument. He presented school as a bridge between family and wider society."}]},{"id":"4fd50db0-eedb-471d-ad6e-e50ac9a1ef4b","cardType":"cloze","points":null,"front":"Parsons argued that children move from [ ] family standards to [ ] school standards.","back":"Parsons argued that children move from particularistic family standards to universalistic school standards.","mcqOptions":[{"text":"Parsons argued that children move from particularistic family standards to universalistic school standards.","correct":true,"explanation":"Family members are judged by standards specific to them, whereas schools apply the same impersonal rules and expectations to every pupil."},{"text":"Parsons argued that children move from universalistic family standards to particularistic school standards.","correct":false,"explanation":"This reverses Parsons’ argument. Families use particularistic standards tailored to individual children, while schools prepare them for society by applying universalistic standards."},{"text":"Parsons argued that children move from ascribed family standards to achieved school standards.","correct":false,"explanation":"Ascribed and achieved describe types of status rather than standards. Parsons argued that children move from particularistic family standards to universalistic school standards."},{"text":"Parsons argued that children move from informal family standards to formal school standards.","correct":false,"explanation":"Although families and schools may differ in formality, Parsons’ key distinction concerns particularistic family standards and universalistic school standards applied equally to everyone."}]},{"id":"a6040bc4-df41-4e73-8bf0-94c941fbf347","cardType":"cloze","points":null,"front":"A [ ] rewards people by talent, effort and achievement, not inherited privilege.","back":"A meritocracy rewards people by talent, effort and achievement, not inherited privilege.","mcqOptions":[{"text":"meritocracy","correct":true,"explanation":"A meritocracy distributes rewards and positions according to individual talent, effort and achievement rather than social background or inherited privilege."},{"text":"aristocracy","correct":false,"explanation":"An aristocracy gives power and privilege largely through inherited social rank. A system rewarding talent, effort and achievement is called a meritocracy."},{"text":"plutocracy","correct":false,"explanation":"A plutocracy is a society governed or dominated by wealthy people, not one allocating rewards by achievement. The correct term is meritocracy."},{"text":"patriarchy","correct":false,"explanation":"Patriarchy describes a social system dominated by men rather than achievement-based rewards. A system based on talent, effort and achievement is a meritocracy."}]},{"id":"46d3c342-50e9-428c-9824-76b0ba461c85","cardType":"basic","points":1,"front":"According to Davis and Moore, what function does education perform by sorting pupils into suitable jobs?","back":"Role allocation.","mcqOptions":[{"text":"Role allocation.","correct":true,"explanation":"Davis and Moore argue that education assesses pupils’ talents and allocates them to the occupational roles for which they are best suited."},{"text":"Social solidarity.","correct":false,"explanation":"Social solidarity concerns creating shared values and social cohesion. Sorting pupils into jobs suited to their abilities is specifically the function of role allocation."},{"text":"Skills provision.","correct":false,"explanation":"Teaching workplace skills supports the economy, but it does not name the process of sorting individuals into suitable jobs. Davis and Moore call this role allocation."},{"text":"Secondary socialisation.","correct":false,"explanation":"Secondary socialisation teaches society’s norms and values outside the family. Davis and Moore describe the sorting of pupils into suitable jobs as role allocation."}]},{"id":"6255f4d4-bc7a-4b38-ac76-55e2a012e2a8","cardType":"basic","points":1,"front":"What do Marxists argue education reproduces?","back":"Class inequality.","mcqOptions":[{"text":"Class inequality.","correct":true,"explanation":"Marxists argue that education advantages the ruling class and disadvantages working-class pupils, thereby reproducing class inequality across generations."},{"text":"Social equality.","correct":false,"explanation":"This reflects the functionalist claim that education offers fair opportunities. Marxists instead argue that education preserves privilege and reproduces class inequality."},{"text":"Class mobility.","correct":false,"explanation":"Class mobility means movement between social classes, whereas Marxists emphasise education’s role in maintaining existing class divisions and reproducing class inequality."},{"text":"Value consensus.","correct":false,"explanation":"Value consensus is a functionalist idea about shared norms and values. Marxists argue that education serves ruling-class interests and reproduces class inequality."}]},{"id":"2611228b-0fda-426c-8041-396ec6243f3f","cardType":"basic","points":1,"front":"What did Althusser call education?","back":"An ideological state apparatus.","mcqOptions":[{"text":"An ideological state apparatus.","correct":true,"explanation":"Althusser described education as an ideological state apparatus because it transmits ruling-class ideology and encourages consent to the capitalist system."},{"text":"A repressive state apparatus.","correct":false,"explanation":"Repressive state apparatuses, such as the police, primarily maintain control through force. Althusser classified education as an ideological state apparatus because it secures consent."},{"text":"An agent of social mobility.","correct":false,"explanation":"The idea that education promotes mobility is associated more closely with meritocratic perspectives. Althusser called education an ideological state apparatus serving capitalist interests."},{"text":"A meritocratic social institution.","correct":false,"explanation":"Althusser rejected the view that education is genuinely meritocratic. He called it an ideological state apparatus that legitimates capitalism and class inequality."}]},{"id":"56d4da9c-6c54-4b25-b309-b65f8d66e23d","cardType":"basic","points":1,"front":"For Althusser, what does education make seem normal or fair?","back":"Inequality.","mcqOptions":[{"text":"Inequality.","correct":true,"explanation":"Althusser argues that education transmits ruling-class ideology, making capitalist inequality appear natural, legitimate and fair rather than socially constructed."},{"text":"Equality.","correct":false,"explanation":"Althusser does not claim that education normalises equality. He argues that it disguises and legitimates inequality by presenting unequal outcomes as fair."},{"text":"Meritocracy.","correct":false,"explanation":"Meritocracy is the ideology education uses to justify unequal outcomes, but Althusser’s central claim is that education makes inequality itself seem normal and fair."},{"text":"Social mobility.","correct":false,"explanation":"Social mobility involves movement between social positions and may help legitimate capitalism. Althusser’s main point is that education makes inequality appear normal and fair."}]},{"id":"9a08dc90-2aec-4e88-96e4-beb6689d9b9b","cardType":"basic","points":1,"front":"What is Bowles and Gintis’ correspondence principle?","back":"School routines mirror workplace routines.","mcqOptions":[{"text":"School routines mirror workplace routines.","correct":true,"explanation":"Bowles and Gintis argue that school prepares pupils for capitalist employment because its hierarchy, discipline, external rewards and lack of control correspond to workplace routines."},{"text":"School subjects mirror university courses.","correct":false,"explanation":"Similarities between school and university content are not the correspondence principle. Bowles and Gintis argue that school routines mirror capitalist workplace routines."},{"text":"School values mirror family values.","correct":false,"explanation":"This confuses educational socialisation with the correspondence principle. Bowles and Gintis specifically claim that school routines mirror workplace routines under capitalism."},{"text":"School grades mirror natural intelligence.","correct":false,"explanation":"Bowles and Gintis reject the idea that educational outcomes simply reflect natural ability. Their correspondence principle states that school routines mirror workplace routines."}]},{"id":"b578d29e-3834-4b7c-9271-23f7f376cee2","cardType":"cloze","points":null,"front":"The [ ] is the unofficial lessons pupils learn at school, such as obedience and punctuality.","back":"The hidden curriculum is the unofficial lessons pupils learn at school, such as obedience and punctuality.","mcqOptions":[{"text":"hidden curriculum","correct":true,"explanation":"The hidden curriculum consists of unofficial values and behaviours learned through school organisation and routines, including obedience, punctuality, competition and acceptance of hierarchy."},{"text":"formal curriculum","correct":false,"explanation":"The formal curriculum contains the subjects and knowledge deliberately taught by schools. Unofficial lessons such as obedience and punctuality form the hidden curriculum."},{"text":"national curriculum","correct":false,"explanation":"The national curriculum specifies subjects and educational content that schools must teach. Informal lessons transmitted through routines and organisation belong to the hidden curriculum."},{"text":"core curriculum","correct":false,"explanation":"A core curriculum comprises subjects or knowledge regarded as essential for all pupils. Unofficial lessons about behaviour and discipline are the hidden curriculum."}]},{"id":"5ff93704-74a0-4cb0-83f0-b4e2bc22cad2","cardType":"basic","points":1,"front":"For Bourdieu, what advantage do many middle-class pupils have that schools recognise as high ability?","back":"Cultural capital.","mcqOptions":[{"text":"Cultural capital.","correct":true,"explanation":"Bourdieu argues that middle-class pupils possess language, knowledge, tastes and ways of behaving that match the school’s culture, so teachers often recognise them as naturally able."},{"text":"Economic capital.","correct":false,"explanation":"Economic capital means financial wealth, which can buy educational advantages but is not itself interpreted by schools as high ability. Bourdieu identifies cultural capital as the recognised advantage."},{"text":"Social solidarity.","correct":false,"explanation":"Social solidarity is a functionalist idea about education creating shared values and social cohesion. Bourdieu instead argues that schools reward middle-class pupils’ cultural capital."},{"text":"Material deprivation.","correct":false,"explanation":"Material deprivation refers to lacking resources such as income, suitable housing or study space, and therefore describes a disadvantage. The middle-class advantage recognised by schools is cultural capital."}]},{"id":"44822114-b579-4ee2-a57e-87c6f6c3c95d","cardType":"basic","points":1,"front":"What did Willis find about working-class “lads” who resisted school authority?","back":"Resistance still led them towards working-class jobs.","mcqOptions":[{"text":"Resistance still led them towards working-class jobs.","correct":true,"explanation":"Willis found that the lads’ anti-school culture prepared them to accept manual employment. Their resistance appeared rebellious but ultimately reproduced their working-class position."},{"text":"Resistance helped them secure middle-class jobs.","correct":false,"explanation":"The lads did not gain upward mobility through rejecting school. Willis found that their anti-school behaviour helped direct them towards working-class jobs, reproducing class inequality."},{"text":"Resistance encouraged them to seek professional careers.","correct":false,"explanation":"Rejecting qualifications did not encourage entry into professional careers, which generally require educational success. Willis argued that resistance instead prepared the lads for working-class jobs."},{"text":"Resistance enabled them to enter higher education.","correct":false,"explanation":"The lads’ anti-school behaviour reduced rather than increased their chances of continuing academically. Willis found that their resistance ultimately led them towards working-class jobs."}]},{"id":"3cc035a8-0865-4f75-a6ca-50c464a021e9","cardType":"basic","points":1,"front":"Which perspective studies how teacher labels shape pupil identities?","back":"Interactionism.","mcqOptions":[{"text":"Interactionism.","correct":true,"explanation":"Interactionists examine small-scale classroom interactions, including how teachers attach labels to pupils and how those labels can influence identities, behaviour and educational achievement."},{"text":"Functionalism.","correct":false,"explanation":"Functionalism mainly examines education’s positive functions for society, such as socialisation and role allocation. Interactionism specifically investigates teacher labels and their effects on pupil identities."},{"text":"Marxism.","correct":false,"explanation":"Marxism focuses primarily on how education reproduces class inequality and supports capitalism. The perspective most directly concerned with teacher labelling and pupil identity is interactionism."},{"text":"Postmodernism.","correct":false,"explanation":"Postmodernism emphasises diversity, choice and fragmented identities in contemporary society. Interactionism specifically studies the classroom processes through which teacher labels shape pupil identities."}]},{"id":"06924e89-7b3a-474e-bcc8-3c800783de55","cardType":"basic","points":1,"front":"Which interactionist linked teacher judgements to an “ideal pupil” image?","back":"Becker.","mcqOptions":[{"text":"Becker.","correct":true,"explanation":"Becker found that teachers compared pupils with an image of the ideal pupil, judging them partly through characteristics such as appearance, conduct, language and social class."},{"text":"Hargreaves.","correct":false,"explanation":"Hargreaves studied streaming, labelling and the development of pupil subcultures, rather than originating the ideal pupil concept. Becker linked teacher judgements to an ideal pupil image."},{"text":"Willis.","correct":false,"explanation":"Willis studied the anti-school culture of working-class lads and its connection to working-class employment. Becker examined how teachers judged pupils against an ideal pupil image."},{"text":"Durkheim.","correct":false,"explanation":"Durkheim offered a functionalist account of education’s role in social solidarity and specialist skills. Becker’s interactionist research connected teacher judgements with an ideal pupil image."}]},{"id":"56ff14d2-02b5-428b-b7a4-fd7357fd9701","cardType":"basic","points":1,"front":"Which process describes teacher expectations influencing pupil progress?","back":"The self-fulfilling prophecy.","mcqOptions":[{"text":"The self-fulfilling prophecy.","correct":true,"explanation":"A self-fulfilling prophecy occurs when teacher expectations affect how pupils are treated, leading pupils to behave or progress in ways that confirm the original expectations."},{"text":"The labelling process.","correct":false,"explanation":"Labelling involves defining or categorising a pupil, but it does not by itself describe expectations becoming reality. That outcome is known as the self-fulfilling prophecy."},{"text":"The hidden curriculum.","correct":false,"explanation":"The hidden curriculum consists of unofficial lessons and values learned through school routines. Teacher expectations influencing pupil progress describe the self-fulfilling prophecy instead."},{"text":"The correspondence principle.","correct":false,"explanation":"The correspondence principle states that school mirrors the organisation and social relations of the workplace. Expectations shaping individual pupil progress are explained by the self-fulfilling prophecy."}]},{"id":"04ee64de-58eb-4f81-a110-f6394db44c21","cardType":"basic","points":1,"front":"What did Hargreaves show that streaming can shape?","back":"Pupil subcultures and identities.","mcqOptions":[{"text":"Pupil subcultures and identities.","correct":true,"explanation":"Hargreaves showed that streaming and teacher labelling can encourage pupils to form pro-school or anti-school subcultures, shaping how they understand and present their identities."},{"text":"Pupil intelligence and aptitudes.","correct":false,"explanation":"Streaming may classify pupils according to presumed ability, but Hargreaves focused on its social effects rather than creating intelligence or aptitude. He showed it shapes subcultures and identities."},{"text":"Teacher salaries and qualifications.","correct":false,"explanation":"Streaming organises pupils into ability groups and does not determine teachers’ pay or professional qualifications. Hargreaves showed that it can shape pupil subcultures and identities."},{"text":"Parental occupations and incomes.","correct":false,"explanation":"Parents’ occupations and incomes are features of their existing class position, not outcomes produced by school streaming. Hargreaves linked streaming to pupil subcultures and identities."}]},{"id":"dda3c4df-fde1-472b-a61e-b2eed02be907","cardType":"cloze","points":null,"front":"Feminists focus on gender inequality and [ ], where men as a group hold more power than women as a group.","back":"Feminists focus on gender inequality and patriarchy, where men as a group hold more power than women as a group.","mcqOptions":[{"text":"patriarchy","correct":true,"explanation":"Patriarchy is a social system in which men collectively hold greater power and authority than women. Feminists examine how institutions such as education may reproduce this inequality."},{"text":"matriarchy","correct":false,"explanation":"Matriarchy would describe a system in which women hold greater collective power than men, reversing the relationship in the sentence. The feminist term for male group dominance is patriarchy."},{"text":"meritocracy","correct":false,"explanation":"Meritocracy describes a system in which rewards are supposedly based on ability and effort, not male power over women. The gender power structure described is patriarchy."},{"text":"capitalism","correct":false,"explanation":"Capitalism is an economic system based on private ownership and profit, although some feminists connect it with gender inequality. Male collective dominance over women is specifically patriarchy."}]},{"id":"325a2189-bbd8-4664-ae3a-8d319492995e","cardType":"basic","points":1,"front":"Which feminist approach emphasises progress through equal opportunities?","back":"Liberal feminism.","mcqOptions":[{"text":"Liberal feminism.","correct":true,"explanation":"Liberal feminists seek gradual reform through legislation, changing attitudes and equal opportunities. In education, they emphasise removing discriminatory barriers so girls and women can compete equally."},{"text":"Radical feminism.","correct":false,"explanation":"Radical feminism sees patriarchy as deeply embedded and often argues that fundamental social change is required. Liberal feminism places greater emphasis on progress through equal opportunities and reform."},{"text":"Marxist feminism.","correct":false,"explanation":"Marxist feminism explains women’s inequality through the interaction of patriarchy and capitalism, rather than focusing chiefly on equal-opportunity reforms. That gradual reformist approach is liberal feminism."},{"text":"Difference feminism.","correct":false,"explanation":"Difference feminism stresses that women have varied experiences shaped by factors such as ethnicity, class and sexuality. Liberal feminism is the approach centred on equal opportunities and gradual reform."}]},{"id":"1cba14b5-c2a7-47f0-95a1-ca1b4b49e37d","cardType":"basic","points":1,"front":"Which feminist approach stresses ongoing male power, harassment and control of girls’ bodies?","back":"Radical feminism.","mcqOptions":[{"text":"Radical feminism.","correct":true,"explanation":"Radical feminists see patriarchy as a fundamental system of male domination, expressed in education through sexual harassment, gender policing and control over girls’ bodies."},{"text":"Liberal feminism.","correct":false,"explanation":"Liberal feminism focuses on removing discriminatory barriers through legal reform and equal opportunities. Radical feminism more specifically emphasises continuing male power, harassment and control of girls’ bodies."},{"text":"Marxist feminism.","correct":false,"explanation":"Marxist feminism primarily connects women’s oppression to capitalism and class relations. Radical feminism instead treats patriarchy and direct male control over women and girls as fundamental."},{"text":"Difference feminism.","correct":false,"explanation":"Difference feminism emphasises variation among women and challenges the idea of one universal female experience. Radical feminism specifically highlights continuing patriarchal power and male control."}]},{"id":"3e247e4e-2b50-4779-8832-1a6354f737b1","cardType":"basic","points":2,"front":"What do intersectional feminists argue about gender?","back":"Gender cannot be separated from class, ethnicity, religion, sexuality and disability.","mcqOptions":[{"text":"Gender cannot be separated from class, ethnicity, religion, sexuality and disability.","correct":true,"explanation":"Intersectional feminists argue that gender experiences are shaped by overlapping social divisions. Gender therefore cannot be analysed adequately without considering class, ethnicity, religion, sexuality and disability."},{"text":"Gender can be separated from class, ethnicity, religion, sexuality and disability.","correct":false,"explanation":"Treating gender as separable ignores how social identities and inequalities interact. Intersectional feminism argues that class, ethnicity, religion, sexuality and disability all shape experiences of gender."},{"text":"Gender is shaped only by biological sex and individual choice.","correct":false,"explanation":"Reducing gender to biology and personal choice overlooks social structures and intersecting inequalities. Intersectional feminists connect gender to class, ethnicity, religion, sexuality and disability."},{"text":"Gender determines class, ethnicity, religion, sexuality and disability.","correct":false,"explanation":"Intersectionality does not claim that gender simply causes every other social division. It examines how gender interacts with class, ethnicity, religion, sexuality and disability to shape experience."}]},{"id":"f4e77da6-96c7-49fd-9f48-9eaeb4235031","cardType":"basic","points":2,"front":"What do New Right thinkers argue makes state schools improve?","back":"Parental choice and school competition.","mcqOptions":[{"text":"Parental choice and school competition.","correct":true,"explanation":"New Right thinkers argue that allowing parents to choose schools creates competition for pupils. Schools must then improve standards to attract families and retain funding."},{"text":"Government regulation and school standardisation.","correct":false,"explanation":"Central regulation and standardisation rely on state control rather than market forces. The New Right argues that parental choice and competition between schools create stronger incentives to improve."},{"text":"Teacher autonomy and school collaboration.","correct":false,"explanation":"Teacher autonomy and collaboration may support improvement, but they are not the New Right’s central mechanism. New Right theory stresses parental choice and competition between schools."},{"text":"Local authority planning and school cooperation.","correct":false,"explanation":"Local authority planning and cooperation reflect coordinated public provision rather than a market. New Right thinkers favour parental choice and school competition as drivers of higher standards."}]},{"id":"d03d323e-e8db-4a47-8810-0b1bfc615c3c","cardType":"basic","points":1,"front":"Which process makes public services work more like a market?","back":"Marketisation.","mcqOptions":[{"text":"Marketisation.","correct":true,"explanation":"Marketisation introduces market-like mechanisms such as consumer choice, competition and performance comparisons into public services, while those services may remain publicly funded."},{"text":"Privatisation.","correct":false,"explanation":"Privatisation transfers services or assets from public to private ownership. Marketisation instead makes public services operate more like markets through choice and competition."},{"text":"Nationalisation.","correct":false,"explanation":"Nationalisation brings privately owned organisations under state ownership, moving away from private markets. Marketisation introduces choice and competition into public service provision."},{"text":"Bureaucratisation.","correct":false,"explanation":"Bureaucratisation expands administration, formal rules and hierarchical control rather than market mechanisms. Marketisation is the process that introduces competition and consumer choice into public services."}]},{"id":"a536cac6-a40d-4d84-ac86-1a8e0c546df2","cardType":"basic","points":1,"front":"Who argued that parental choice and competition raise standards?","back":"Chubb and Moe.","mcqOptions":[{"text":"Chubb and Moe.","correct":true,"explanation":"Chubb and Moe argued from a New Right perspective that parental choice and competition make schools more responsive and create incentives for them to raise educational standards."},{"text":"Bowles and Gintis.","correct":false,"explanation":"Bowles and Gintis developed a Marxist account of education reproducing capitalist inequality. Chubb and Moe argued that parental choice and school competition would raise standards."},{"text":"Ball and Gewirtz.","correct":false,"explanation":"Ball and Gewirtz examined how marketisation advantages middle-class families rather than simply claiming it raises standards. The argument for choice and competition came from Chubb and Moe."},{"text":"Davis and Moore.","correct":false,"explanation":"Davis and Moore presented a functionalist theory of role allocation and unequal rewards. Chubb and Moe made the New Right case that choice and competition improve schools."}]},{"id":"d917dc28-98c9-43ac-b22f-964f366a596e","cardType":"basic","points":1,"front":"According to Ball and Gewirtz, which group benefits most from marketisation?","back":"Middle-class parents.","mcqOptions":[{"text":"Middle-class parents.","correct":true,"explanation":"Ball and Gewirtz argue that middle-class parents are more able to act as skilled choosers because they possess greater resources, knowledge and confidence when navigating school markets."},{"text":"Working-class parents.","correct":false,"explanation":"Working-class parents may have fewer financial resources, less access to admissions knowledge and less flexibility over transport. Ball and Gewirtz argue that middle-class parents benefit most."},{"text":"Teachers and headteachers.","correct":false,"explanation":"Teachers and headteachers may gain some institutional autonomy, but Ball and Gewirtz focused on unequal parental choice. They identified middle-class parents as the main beneficiaries."},{"text":"Local authority officials.","correct":false,"explanation":"Marketisation tends to reduce local authority control rather than especially benefiting its officials. Ball and Gewirtz argue that resource-rich middle-class parents gain the greatest advantage."}]},{"id":"c42a7b85-4319-4724-bdaa-a02a1d76946a","cardType":"basic","points":2,"front":"Why can marketisation benefit middle-class parents?","back":"They often have more cultural and economic capital.","mcqOptions":[{"text":"They often have more cultural and economic capital.","correct":true,"explanation":"Cultural capital helps parents understand admissions systems and present suitable educational preferences, while economic capital supports housing, transport and other costs associated with school choice."},{"text":"They often have less knowledge of school admissions.","correct":false,"explanation":"Less knowledge of admissions would restrict effective choice rather than create an advantage. Middle-class parents benefit because they usually possess greater cultural and economic capital."},{"text":"They are legally given priority in every school’s admissions.","correct":false,"explanation":"Middle-class families have no universal legal right to priority admission. Their advantage instead comes from cultural and economic capital that helps them navigate choices and access desirable schools."},{"text":"They usually face fewer choices between available schools.","correct":false,"explanation":"Having fewer available choices would not explain an advantage under marketisation. Middle-class parents benefit from cultural and economic capital that enables them to use the choices more effectively."}]},{"id":"c203e423-6ce5-4465-bcf1-281ebb520b40","cardType":"basic","points":1,"front":"Who described postmodernism as scepticism towards grand narratives?","back":"Lyotard.","mcqOptions":[{"text":"Lyotard.","correct":true,"explanation":"Lyotard defined the postmodern condition through incredulity or scepticism towards grand narratives, arguing that universal theories of progress and truth had lost their authority."},{"text":"Baudrillard.","correct":false,"explanation":"Baudrillard is associated with simulation, signs and hyperreality in postmodern society. Lyotard specifically characterised postmodernism as scepticism towards grand narratives."},{"text":"Foucault.","correct":false,"explanation":"Foucault analysed discourse, knowledge, surveillance and dispersed forms of power. The definition of postmodernism as scepticism towards grand narratives is associated with Lyotard."},{"text":"Giddens.","correct":false,"explanation":"Giddens argued that society had entered a stage of late or high modernity rather than postmodernity. Lyotard described postmodernism as scepticism towards grand narratives."}]},{"id":"f6a5e91a-da95-41c9-9c47-dcdb2a3f2a7c","cardType":"basic","points":1,"front":"What are grand narratives?","back":"Big theories claiming to explain society as a whole.","mcqOptions":[{"text":"Big theories claiming to explain society as a whole.","correct":true,"explanation":"Grand narratives are broad, overarching theories, such as Marxism and functionalism, that claim to provide a general explanation of how society operates as a whole."},{"text":"Small theories explaining particular face-to-face interactions.","correct":false,"explanation":"This describes micro-level explanations associated with interactionism, not grand narratives. Grand narratives are big theories claiming to explain society as a whole."},{"text":"Personal accounts describing an individual’s educational experiences.","correct":false,"explanation":"Personal accounts provide individual or small-scale insights rather than comprehensive social explanations. Grand narratives are big theories that claim to explain society as a whole."},{"text":"Research findings based entirely on statistical evidence.","correct":false,"explanation":"Statistical findings are forms of empirical evidence, not overarching theoretical explanations. Grand narratives are big theories claiming to explain society as a whole."}]},{"id":"a3db7415-3f35-4ce4-92f5-6d669c540dda","cardType":"basic","points":1,"front":"What do postmodernists say education is also about, beyond producing workers?","back":"Constructing identities.","mcqOptions":[{"text":"Constructing identities.","correct":true,"explanation":"Postmodernists argue that education helps people construct identities through varied choices, lifestyles and educational experiences, rather than merely preparing them to perform economic roles."},{"text":"Enforcing uniformity.","correct":false,"explanation":"Uniformity suggests that education creates one shared identity, whereas postmodernists emphasise diversity and choice. They argue that education is also about constructing identities."},{"text":"Maintaining meritocracy.","correct":false,"explanation":"Meritocracy is particularly associated with functionalist and New Right accounts of education. Postmodernists instead emphasise education’s role in constructing identities in a diverse society."},{"text":"Preserving traditions.","correct":false,"explanation":"Preserving established traditions does not reflect the postmodern emphasis on fluidity, diversity and individual choice. Postmodernists argue that education is also about constructing identities."}]},{"id":"0747479b-323f-47e4-8133-fe34110f19d2","cardType":"basic","points":1,"front":"Which perspectives mainly see education as reproducing inequality?","back":"Marxism and feminism.","mcqOptions":[{"text":"Marxism and feminism.","correct":true,"explanation":"Marxists argue that education reproduces class inequality, while feminists examine how it reproduces gender inequality through processes such as subject choices, stereotypes and school culture."},{"text":"Functionalism and the New Right.","correct":false,"explanation":"Both perspectives generally stress education’s positive functions, meritocracy and role allocation rather than its reproduction of inequality. Marxism and feminism mainly focus on reproduced inequalities."},{"text":"Interactionism and functionalism.","correct":false,"explanation":"Interactionism examines small-scale processes such as labelling, while functionalism emphasises social integration and role allocation. Marxism and feminism mainly view education as reproducing structural inequality."},{"text":"The New Right and postmodernism.","correct":false,"explanation":"The New Right stresses competition and standards, while postmodernism emphasises diversity and identity. Marxism and feminism are the perspectives mainly associated with reproducing inequality."}]}]}],"examCountdown":{"examDate":"2027-05-14","paperLabel":"Component 1"},"heading":"Theoretical perspectives of education","title":"Theoretical perspectives of education Flashcards","topbar":{"backHref":"/a-level/sociology/eduqas/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"8895da51-5b27-571f-8ccf-ae30f65fec03","walled":"$L39"}],"$L3a","$L3b"]