The Shirk Work Ethic In High School: Vegefication Of Anglo Australian Students

S scientists have approached the issue of differential achievement in education from different theoretical perspectives. Functionalist theories of socialisation and Marxist theories of direct reproduction both tend to be deterministic in their interpretation of the process of schooling. These theories suggest that students’ performance at school is basically influenced by factors external to what goes on in schools. Such theories tended to consider intelligence and home background factors as the main factors to determine students’ performance and avoided an examination of schooling itself, even though in everyday life it is widely assumed that schools play an important part in determining educational success and failure. Most of this research, based on survey methods and questionnaires to collect data, focused on homes and schools and the linkage between them but did not investigate the arrangements that made them the way they are (Connell et al, 1982). The assumptions and methods of dealing with inequality in education came in close scrutiny in the 1970s with the emergence of the Reproduction Approach (e.g., Bowles and Gintis, 1976) in the United States. Adherents of this approach argued that schooling reproduces the structure of inequality itself. The focus of research shifted from blaming the victim to blaming the society and the character of schooling. Reproduction theorists argue that educational system is a gigantic myth-making machine which serves to legitimate inequality. Education reproduces inequality by justifying privilege and attributing poverty to personal failure. The higher a person’s class of origin the higher are his/her qualifications and vice versa. The working class is likely to be fairly content with the type of education system they have because it does foster the attitudes and abilities that are appropriate for work in a capitalist society and as such it meets day-to-day needs. Although reproduction theory has made invaluable contribution in understanding the political nature of schooling it does not provide any major insights into how teachers, students and other human agents come together within specific historical and social contexts in order to ABSTRAK Penelitian ini bertujuan untuk mengetahui dan memahami kehidupan anak-anak remaja Australia dan pandangan mereka tentang keberhasilan di sekolah. Untuk mengetahui lebih jauh tentang pandangan keluarga mereka terhadap pendidikan, wawancara juga dilakukan dengan orang tua. Penelitian ini dilakukan di tiga keluarga, Morrison, Morgan, dan Marshall. Hasil penelitian menunjukkan bahwa ketiga keluarga ini berpandangan bahwa kehidupan yang baik bagi mereka diwujudkan dalam bentuk kegiatan olahraga dan bersenang-senang untuk menghilangkan stress. Bagi ketiga keluarga Australia keturunan Inggris (Anglo-Australian) ini, pendidikan itu penting tetapi tidak mengubah gaya hidup mereka dan tidak memberikan modal sosial kepada anak-anak mereka. Hal ini berbeda dengan gaya dan pandangan hidup warga Australia keturunan.Cina yang menjadikan pendidikan sebagai sarana untuk meningkatkan kualitas hidup mereka. Orientasi ke arah perolehan material lebih menonjol di keluarga Australia keturunan Inggris daripada kelompok masyarakat Australia keturunan Cina.