Identify and describe one counter school subculture.
AQA
GCSE
2024
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Counter School Subculture: The Lads
Introduction: Define counter school subculture and briefly outline Willis' study and the 'lads'.
Characteristics of Counter School Subcultures
Paragraph 1: Rejection of School Values - Explain how counter school subcultures actively oppose mainstream school values. - Use Willis' 'lads' as an example – their disregard for academic achievement and authority. - Explain their alternative status hierarchy based on 'having a laff'.
Paragraph 2: Distinct Norms and Values - Discuss how counter school subcultures create their own norms and values. - Illustrate with examples from Willis' study – 'lads' valuing masculinity, 'toughness', and practical skills over academic success. - Refer to the importance of peer group acceptance and solidarity within the subculture.
Paragraph 3: Symbolic Resistance - Explain how clothing, language, and behaviour can be forms of symbolic resistance against the school's authority and values. - Provide examples from Willis' 'lads' – their clothing, language (slang), and disruptive behaviour as a way of rejecting the school's middle-class ethos.
Sociological Explanations for Counter School Subcultures
Paragraph 4: Willis and Neo-Marxism - Explain Willis' argument that the 'lads'' resistance was a response to their perceived future in manual labour. - Link this to broader capitalist structures that limit working-class opportunities. - Mention the concept of 'penetration' – moments where 'lads' recognised the limitations of their future prospects.
Paragraph 5: Alternative Explanations - Briefly present alternative perspectives, such as labelling theory, which focuses on how schools label and stigmatize certain groups, leading to self-fulfilling prophecies. - Consider criticisms of Willis' work – romanticizing the 'lads', and the generalizability of his findings.
Contemporary Relevance and Conclusion
Paragraph 6: Contemporary Relevance - Briefly discuss whether 'lad' culture is still relevant in contemporary society. - Consider how factors like social media and changing employment landscapes might impact youth subcultures within schools.
Conclusion: - Summarize the key features of counter school subcultures. - Restate the significance of Willis' 'lads' study in understanding these groups. - Offer a final thought on the ongoing relevance of counter school subcultures and their complex relationship with education systems.
Counter School Subcultures: The 'Lads' and the Rejection of Education
Within the structured environment of a school, various subcultures emerge, each with its own set of values, norms, and beliefs. While some subcultures align with the dominant school culture, others, known as counter school subcultures, stand in opposition to the established order. These groups reject the values and norms promoted by the school, often engaging in behaviours that directly challenge authority and conventional expectations. One such counter school subculture, extensively studied by Paul Willis in his seminal work "Learning to Labour," is the 'lads'.
Willis' 'Lads': A Culture of Resistance
In his ethnographic study conducted in the 1970s, Willis focused on a group of working-class boys, the 'lads', who formed a distinct counter school subculture. Central to the lads' identity was their outright rejection of the school's values and norms. They viewed academic achievement as pointless and instead prioritized "having a laff" – a culture centred around disruption, defiance, and immediate gratification.
The lads' resistance manifested in various ways. They actively disrupted lessons, flouted school rules, and openly challenged teachers' authority. This behaviour stemmed from their perception of the education system as being irrelevant to their lives and future prospects. Coming from working-class backgrounds, they believed that academic success wouldn't guarantee them anything other than low-skilled, manual jobs – a fate they saw as inevitable and acceptable.
The Irony of Conformity: Reproducing Class Inequality
Ironically, while the lads' counter-school culture was rooted in resistance, it ultimately served to reproduce the very class inequalities they sought to reject. By devaluing education and failing to acquire the necessary qualifications, they effectively limited their future opportunities, confining themselves to the manual labour jobs they anticipated.
Willis argued that this seemingly self-destructive behaviour was not simply a matter of individual choice. Instead, he posited that the lads' actions were shaped by their working-class habitus – a set of ingrained dispositions and perceptions acquired through their upbringing and social environment. This habitus led them to view manual labour as the only viable option, rendering education seemingly pointless and fueling their resistance towards it.
Critique and Conclusion
While Willis' study has been influential in understanding counter school subcultures, it has faced criticism for its narrow focus on a small group of white, working-class boys, potentially overlooking the diverse experiences within school environments. Additionally, the study's relevance to contemporary society, where the job market and educational landscape have significantly evolved, can be questioned.
Nevertheless, the study of counter school subcultures like the 'lads' remains crucial for understanding how social class, cultural values, and individual agency intersect within the education system. By recognizing and addressing the root causes of disengagement and resistance, educators and policymakers can strive to create a more inclusive and equitable learning environment for all students, regardless of their background or beliefs.
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A Group Rejecting School Norms
A group within a school which rejects the values and norms of that school.
Students who form an identifiable group with shared counter cultural values eg rejection of teacher’s authority and the value of any form of academic work.
Reference could be made to Willis' study of the 'lads', whose main aim at school was 'having a laff'.