Life history data of educators should be analyzed for research purposes. The focus should be changed from an obsession with specific events and statistical data to a much broader historical sweep. Life history investigations set against the background of teaching patterns should provide an antidote to depersonalized accounts of schooling. (JN)

The naturalistic perspective is concerned with the "micro" world of the school and classroom interaction and neglects the material determination of the phenomenological world. Advances in understanding the social world are more likely to occur if social research adopts the methodological apparatus of scientific Marxism. (JN)

Although research has accomplished a great deal, dynamic theories of cultural production and reproduction are needed. The characteristics and fuctions of various theories of cultural reproduction are discussed. (JN)

The educational system serves to perpetuate the capitalist hegemony. Research on the role of education in maintaining a system of structured social inequality has tended to emphasize the structure of schooling rather than the content. (JN)

Analyzes the relationship between education and the capitalist society, three positions are taken: theories of social reproduction emphasize the relationship between the process of schooling and economic life; theories of resistance examine the issues of conflict and consciousness between schooling and capitalist society; and the theory of…

The imminent educational crisis is at once economic, political, cultural, and ideological. Curriculum is discussed in relationship to Marxist ideology, conflict in the labor force, and political practice. (JN)

Correspondence theories imply that the social relations of education correspond to the social relations of dominance and subordination in the economic sphere. One limitation of the criticisms of this principle is that they are restricted to the relationship between school and work and do not investigate the link between education and the wider…

Working-class girls in the Norwegian educational system are viewed in relation to sex-specific and class-specific socialization. The relationship perpetuates the suppression of the working class and maintains class distinctions. The general differences between social classes are described, and the familism of working-class women is examined. (JN)

In order to understand working-class education, it is necessary to study ruling-class education. A study of private girls' schools in Australia shows the interrelated forces that result in practices constructed mainly within the schools. (JN)