Abstract:
This study contributes to the contemporary debate within Western radical sociology of education regarding the relationship between the social order and the processes of schooling. It is theoretically well-established in this field that schooling is central to the maintenance of existing social relations of dominance and subordination. Focusing on the commonsense knowledge and classroom practices of two groups of fifth form adolescent girls in an inner-city all-girls Grammar school in New Zealand, the study sets out to analyse and illustrate in concrete detail some of the ideological and pedagogical processes through which schooling contributes to social reproduction. The data and discussion provide insights into the thoughts and everyday school experiences of some middle class Pakeha (European) and working class Pacific Island girls as they seriously attempt to 'get school knowledge' and, thus, the credentials which they believe the school offers the motivated and able. It also shows how teachers unwittingly recruit the active participation of students from 'race' and class groups in pedagogical interactions which often preclude the working class Pacific Island girls from acquiring the school credentials they seek. This process, and that of the school's 'provision' of the middle class Pakeha girls' academic achievement, is then 'misrecognised' by the students as the natural and fair outcome of differential talent and motivation. The theoretical framework of the thesis centres around the major contemporary questions in social theory regarding the agency-structure relationship and how social and cultural life is to be conceptualised as the dialectical product of human agents producing and produced by the social structure within which they exist.
