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By 譚光鼎


[[abstract]]The purpose of this article is to analyze and criticize the main points on social and cultural reproduction theories. Since the 1970s, schools of Neo-Marxism, Critic theory and Structuralism, etc, have strongly criticized the function of modern education. These main theories include social reproduction, correspondence theory, cultural reproduction, and hegemonic reproduction. They argue as follows: 1.The cultural hegemony of the dominant class controls the curriculum and teaching in schools; 2.Educational system loses its autonomy respectively and hence becomes an instrument used for dominating the whole society; 3.Educational system does not fulfill the ideal of equal opportunity of education, the reasons are related to what is mentioned next; 4.Educational system reproduce unfair social classes. However, the author also points out some weaknesses of reproduction theories. They are as follows: 1.Schools are not just a compliant instrument for duplicating social classes; on the contrary, there are controversy, conflict, opposition, and disagreement continuously present within campus; 2.Reproduction theories err as does determinism, and they deny the positive contributions that modern education has made to social mobility; 3.If the structure of social classes was reproduced undoubtedly through complying, then any social change will not be likely to take place; 4.It seems that resistance theory is more suitable to explain the duplication of lower socio-economic status.

Topics: 社會再製?;?文化再製?;?文化霸權?;?社會階級?;?文化資本?;?符應理論?;?知識社會學?;?新馬克思主義?;?批判理論?;?結構主義, Social reproduction?;?Cultural reproduction?;?Cultural hegemony?;?Social class?;?Cultural capital?;Correspondence theory?;?Sociology of knowledge?;?Neomarxism?;?Critical theory?;?Structuralism, [[classification]]2
Publisher: 國立臺灣師範大學教育學系
Year: 2012
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