Marxist Sociological Insights on Learning Management Inequality in Sierra Leonean Primary and Secondary Academies.

Abstract:

This sociological inquiry applies Marxist ideology to evaluate learning management inequality in Sierra Leonean primary and secondary academies. Imaging on the essential analysis of Karl Henrich Marx and later sociologists like Althusser, Picketty, the inquiry argues that Sierra Leone’s learning structure extensively produces class-based differences deep-seated in wider socio-economic considerations. Utilizing a theoretical approach and interpretative case studies like aristocratic urban establishments and underfunded suburban academies, the inquiry emphasizes how curriculum plan, opinionative communicating and unequal opportunities to social resources overly service learners from wealthy upbringings. The examination produces that while Sierra Leone's post-independence transformations outstretched access to social learning, they overlooked to handle stubborn systemic social inequalities. The learning structure persists to function as an ideological and potential force for class reprint, corresponding with capitalist labor requirements and preserving aristocratic domination. Despite Marxist ideology has barriers, specifically in justifying other alternatives of identity-centric segregation like gender and ethnicity; it stays an effective methodology for questioning learning social inequity in subaltern cultural societies. The research completes with suggestions for impartial resource allocation, curriculum revision, and the upgrading of critical pedagogy to promote a further all-embracing and socially equal learning structure.