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Sociological Perspectives on Education
Starter Questions – In small groups.
1.
How far does education provide
all individuals with equal
opportunities for achievement?
2.
How far does education
recreate existing social
inequalities?
3.
In what ways does education
serve the needs of the
economy?
4.
What kind of knowledge, skills
and values does education
transmit?
3 minute question
roulette.
Talk – write – pass
on.
Perspectives on Education
Functionalism
New Right
Marxism
Feminism
Interactionism
Functionalism : Key Concepts
Social
control
Socialisation
Value
consensus
Organic
analogy
Norms and
values
Social
Solidarity
https://www.youtube.com/watch?v=dhhdPgVzkwU
Functionalism
• Society is based on a VALUE
CONSENSUS.
• Socialisation maintains social order.
• Society is like a biological ORGANISM.
• Everything has a PURPOSE or
FUNCTION.
• Education is an important sub-system – a
building block of society.
The Organic Analogy
Body
Society
A self-regulating system of interrelated and inter-dependant
parts
The system has needs:
Nutrition; exercise etc – without
which the body will die.
The circulatory system carries
blood and oxygen, essential for
survival
Made up of inter-related
organisations and institutions
that link together
Society needs to socialise its
members if society is to continue
harmoniously.
The economy helps maintain the
social system by meeting the
need for food and shelter (to
keep society’s members going)
The Warning Function...
• Cohen argues that, like a body, if society is ‘unwell’
there will be certain symptoms.
• Eg, if you has a kidney problem, your skin might turn
yellow. With society, something like a rise in a
particular offence or protesting might be a symptom
that society is ‘ill.’
• The sub-systems and institutions then need to pull
together (like the immune system) and
change/adapt in order to get better
Can you think of any examples of the
warning function?
Value Consensus
....Is the glue that holds society together
• A shared, common culture or value system provides
norms and values for communities, and lays down
rules about how they should behave.
• In order to have social order (harmony), the
majority must agree on these norms and values
(which will inevitably alter over time)
• In order to feel attached to society and its norms
and values, citizens must feel integrated...
Functionalism
How might this
image describe
Functionalism?
Learning Outcomes
ALL should be able to identify a selection of
functions of education identified by functionalist
sociologists. [D grade]
MOST should be able to demonstrate their
understanding of the functions of education
identified by Durkheim, Parsons and Davis and
Moore. [C grade]
SOME may be able to demonstrate their
understanding of the functions of education
identified by Durkheim, Parsons and Davis and
Moore and in addition being able to evaluate
these perspectives. [A grade]
Functionalist key terms
Organic analogy
Value consensus
Social solidarity
Education:
The
Functionalist
Approach
As ever, Functionalists view
the education system in a
positive light.
They believe it to perform a
range of valuable functions
for society as an agent of
secondary socialisation
1858-1917
He wrote
Moral
Education
A structuralist, macro approach to the
role of education in society.
KEY CONCEPT: Social solidarity
Durkheim (1903)
Social Solidarity
Education transmits a societies
culture – shared beliefs, values
from one generation to the
next.
Specialist Skills
Modern societies – complex
division of labour where
production requires complex
cooperation.
School acts as a ‘society in
miniature’ preparing us for life
outside, e.g. cooperation.
Education teachers us
specialist knowledge and skills
so we can take part in the
social division of labour.
Durkheim
• Education transmits of
society’s norms and values
• History teaching creates a
link between the individual
and society.
• History teaching creating
the link between the
individual and society leads
to social solidarity.
Durkheim
• Compared school to a miniature society.
• Children learn to interact with others
and follow set rules preparing them to
become adult member of society and to
accept social rules.
• Value Consensus
Are there any weaknesses in Durkheim’s theory?
RESEARCH METHOD: this was what we call ‘Armchair
theorising’ because Durkheim didn’t actually carry out
empirical research…he was simply expressing his opinion based
on his functionalist beliefs.
WEAKNESSES:
Durkheim assumes the norms and values transmitted by the
education system are those of society as a whole, rather than
those of a ruling elite or ruling class.
How successful is Education in teaching
the norms and values of society?
He wrote
The school as a
social system
(1961)
A structuralist, macro approach to the role of education in
society.
KEY CONCEPTS: Focal socializing agency; particularistic and
universalistic standards; ascribed/achieved status;
meritocracy;
Education as a bridge between …
School and Society are
both
Wider
Society
based on meritocratic
Particularistic
Universalistic
principles.
Family
Standards (rules only
apply to particular
Everyone
child.)
standards (rules that
apply to everyone –
theimpersonal rules)
is given
opportunity to achieve on
Status Ascribed
merit.
Status Achieved
SUMMARY OF THEORY:
* School acts as a bridge between the family and society,
preparing children for their adult roles.
* School prepares children for the transition between their
particularistic standards and ascribed status of the family to
the universalistic standards and achieved status of society.
* Status is achieved on the basis of merit (or worth).
* Advanced, industrial society requires a highly motivated,
achievement-orientated workforce. By using the principle of
differential reward for differential achievement, this value is
instilled in a society.
* Schools match children to occupations based on aptitude and
achievement.
RESEARCH METHOD: this was what we call ‘Armchair
theorising’ because Parsons didn’t actually carry out empirical
research, he was simply expressing his opinion based on his
functionalist beliefs.
WEAKNESSES: The idea of meritocracy is undermined by the
statistical patterns which show that not all children have equal
chances of success. Like Durkheim, Parsons fail to recognise
that the value consensus may be that of the ruling elite.
Davis and Moore (1945) Role Allocation
Inequality is necessary –Critique
not everyone has equal talents.
Society offers large rewards to most demanding jobs.
How far is it true to say that the education
system
into
Education
helpssifts
to siftand
and sorts
sort us individuals
the population
by
appropriate roles according to their abilities?
ability.
opportunities
do not existare
– your
ThoseEqual
most able
to gain high qualifications
eligible for
are
shaped by class, ethnicity,
theopportunities
most well-paying
jobs.
gender.
How does school prepare you for work?
The New Vocationalism
“The main function of education is to provide
the economy with a skilled workforce.”
YTS
Apprenticeships
How successful
BTECs
have these
Vocational A levels.
been?
Foundation Degrees
NVQs
Critiques of New Vocationalism
Marxists – these initiatives serve the needs of K.
Cohen – Young people not taught valuable skills, rather to
be subservient, lower their expectations and accept low
paid work.
Cheap labour for employers, keeps young people off the
streets and U/E figures.
Reproduces class and ethnic inequalities. M/C students
still opt for Academic A levels.
Activity: Evaluation of Functionalism
7 Evaluation Points.
Discuss and rank them 1 most important – 7
least important criticism of functionalist idea
OR
Diamond Seven.
Evaluation of Functionalism
• Educational achievement is influenced by
class, ethnicity and gender.
• Marxists - Does education instil values of
whole society or just ruling class values?
• Interactionists - Do pupils just passively
accept all they are taught and never
question the values. (– we are not puppets!)
• New Right – the problem is inefficient
state education.
1. Social solidarity
2. Specialised division of labour
3. Secondary socialization
4. Value consensus
5. Collective conscience
6. Individual achievement
7. Equality of opportunity
8. Role allocation
9. Meritocracy
10. Focal socializing agency
11. Particularistic standards
12. Universalistic standards
13. Ascribed status
14. Achieved status
15. Differential reward for
differential achievement
Functionalist View
• http://www.youtube.com/watch?v=Cx5X5h7
mTs0
Formal Curriculum
• The subjects you are taught at school
• National Curriculum – lays down what you
should be studying
• Emphasis on Maths, English and Science
Some people criticise the formal
curriculum…
• The subjects do not lead to practical skills
• Modern languages are not compulsory (unlike
the rest of Europe)
• Some believe the National Curriculum is
ethnocentric – it teaches British values and
culture as being dominant over others (Gilborn,
1990)
Informal Curriculum
• Also known as the ‘hidden curriculum’.
• Responsible for teaching children the rules
and regulations of school life.
• Plays a crucial role – responsible for the
transmission of the norms and values crucial
to survival in schools and classrooms.
What might the informal curriculum
include?...
• What is expected at the beginning of a class
• How to queue outside a classroom
• Where to gather (and where not to gather) at
break or lunch
• Manners – putting up hands, not talking when
the teacher is
How might others schools differ?
The informal curriculum is not taught to
pupils – the rules, norms, values, culture
of the school is passed on by…
• Listening/talking to others
• Brothers/sisters
• Watching/imitating others
Sometimes the formal and informal
curriculum overlaps…
• Through informal learning (listening/talking to
others) – pupils can understand how far they
can push the rules (deviate from the rules)
E.g.)
Uniform policy (how far did you push your luck?)
If students deviate from these rules, then might
from others too
In short…
Education socialises individuals into the culture of
a school which involves learning new norms and
values, and understanding different social roles.
Education should teach
young people to appreciate
their achieved status
New Right
A political approach that
believes in neo-liberal
economic ideas.
The state cannot run a
decent education system.
The free market will
improve the provision.
• https://www.youtube.c
om/watch?v=5lIj_znSrh
Q
Functionalism Questions
1. According to Davis and Moore, What key
function does education serve?
2. Give 2 main points from Durkheim’s views of
Education.
3. What does Parsons means when he says school
is a bridge?
4. Name 1 way the New Right is similar to
Functionalism.
5. Name the key difference between the New
Right and Functionalist views of education.
New Right recaps
1. Outline one similarity and one difference between
Functionalist and New Right views of education.
2. State one of Chubb and Moe’s claims about why the US
education system has failed.
3. Why do Chubb and Moe believe that their should be a
‘voucher system’ in education?
4. What is meant by the ‘marketisation’ of the education
system?
5. Outline 2 market principles that should be applied to the
education system according to the New Right.
6. According to the New Right, what is the purpose of such
moves as publishing school league tables and Ofsted
reports?
7. Why does Gewirtz have beef with the New Right?
8. Why would New Right thinkers be pleased with the recent
policies that have allowed schools to convert to academies?
Functionalism and New Right –
Assessment Questions
(a) What is meant by meritocracy?
(2 marks)
(b) Suggest three criticisms of the ‘new
vocationalism’.
(6 marks)
(c) Outline the New Right view of the role of
education.
(10 marks)
(d) Evaluate the contribution of functionalism to
our understanding of the role of education.
(20 marks)
Past Paper Questions - Functionalism
1.
Explain what is meant by the ‘correspondence principle’. (2 marks)
June 12
1.
Suggest three criticisms that other sociologists may make of the
functionalist view of the education system. (6 marks) June 12
1.
Outline some of the functions that the education system may
perform. (10 marks) June 11
2.
Assess the claim that ‘the main function of education is to maintain
a value consensus in society’ (Item A, lines 7–8). (20 marks) Jun
09
3.
Assess the view that the education system exists mainly to select
and prepare young people for their future work roles. (20 marks)
Jan 11