An alternative viewAn alternative viewPaul Willis (1977)Paul Willis (1977)

““Learning to Labour”Learning to Labour”

Do pupils merely accept Do pupils merely accept authority in schools?authority in schools?

• Paul Willis (1977) would Paul Willis (1977) would criticise both Functionalist criticise both Functionalist and Marxist approaches as and Marxist approaches as deterministic.deterministic.

• Willis would argue that Willis would argue that pupils are not passive pupils are not passive products of the educational products of the educational system.system.

• Many pupils resist school Many pupils resist school processes, forming anti processes, forming anti and pro school subcultures.and pro school subcultures.

• These two groups were These two groups were nicknamed the “lads” and nicknamed the “lads” and the “earoles” respectively.the “earoles” respectively.

The “lads” & the “earoles” The “lads” & the “earoles”

• Willis observed that the Willis observed that the earoles did what the earoles did what the teachers expected of them – teachers expected of them – they were a pro-school they were a pro-school culture who saw the value culture who saw the value in working hard and gaining in working hard and gaining qualifications.qualifications.

• Whereas the lads took little Whereas the lads took little notice of school rules or the notice of school rules or the teachers. They had there teachers. They had there own definitions of what own definitions of what school was about and these school was about and these were based on “having a were based on “having a laff”.laff”.

““Learning to Labour”Learning to Labour”

• Willis observed and interviewed 12 working class boys towards Willis observed and interviewed 12 working class boys towards the end of their schooling and in their early months of factory the end of their schooling and in their early months of factory work.work.

• He states that they realised that their backgrounds destined He states that they realised that their backgrounds destined them for unskilled work, so they studied as little as possible.them for unskilled work, so they studied as little as possible.

• They livened up their time by being cheeky to the teachers and They livened up their time by being cheeky to the teachers and mocking the hard working students (earoles).mocking the hard working students (earoles).

• Their fatalistic attitudes resulted from a realistic assessment of Their fatalistic attitudes resulted from a realistic assessment of their class position, passed on from parents in working class jobs.their class position, passed on from parents in working class jobs.

• Their academic failure arose from the anti school culture they Their academic failure arose from the anti school culture they formed, not from the formed, not from the hidden curriculumhidden curriculum..

• This habit of joking around at school was continued in the This habit of joking around at school was continued in the factory, enabling them to cope with the boredom of their work.factory, enabling them to cope with the boredom of their work.

EvaluationEvaluation

• Willis takes an Willis takes an Interactionist approachInteractionist approach – he is – he is interested in how people and groups take an active interested in how people and groups take an active role in shaping social life.role in shaping social life.

• How does this compare with Functionalism?How does this compare with Functionalism?

• He does however, suggest that the pupils’ class has He does however, suggest that the pupils’ class has an effect on their future career. Which approach an effect on their future career. Which approach takes this view?takes this view?

• Does Willis use quantitative or qualitative methods? Does Willis use quantitative or qualitative methods?

• Can we comment on his participant sample and the Can we comment on his participant sample and the date of his research? date of his research?