EDU- The Role And Fucntion Of Education

Question 1

Functionalist take positive or negative view on edu

Answer 1

positive view, arguing that education benefits the individual and wider society

Question 2

Functionalists believe that edu helps maintain what, and how?

Answer 2

Education helps to maintain value consensus (everyone agrees upon and shares the same values) by teaching children the values of society like respect, hard work and competition.

Question 3

Functionalist believe that the edu system in _____________

Answer 3

Functionalists argue that the education system is meritocratic.

Question 4

Define meritocracy

Answer 4

A meritocracy is a fair system that gives everyone an equal chance of success so that, if a student is talented and works hard, they will achieve good results.

Question 5

What are the 5 functions of edu?

Answer 5

1. Secondary socialisation
2. Social solidarity
3. Focal socialising agency
4. Specialist skills
5. Role allocation

Question 6

Secondary socialisation

Answer 6

Education is an important agent of secondary socialisation (learning norms and values beyond the family).

Children learn norms such as queuing up for dinner in the canteen and being quiet in the library.

Children learn values such as competition (e.g. sports days), working hard and respect.

Question 7

Secondary socialisation at school helps

Answer 7

to maintain value consensus by teaching children the values of society, so that society runs smoothly.

Question 8

Social solidarity
Who argues that edu encourages a sense of social solidarity?

Answer 8

Durkheim argues that education encourages a sense of social solidarity

Question 9

Durkheim argument of social solidarity

Answer 9

• students feel part of society, sharing the same goals and values. Education helps to make sure that students are integrated fully into society, creating value consensus.

Question 10

Example of Durkheim’s social solidarity

Answer 10

For example, in the USA, at the start of every school day, children pledge allegiance to the American flag, feeling part of American society. Similarly, school assemblies and team sports help create a sense of solidarity among students in the UK.

Question 11

Focal socialising agency
Who argues this ?

Answer 11

Parsons argues that school is a focal socialising agency, acting as a bridge between the family and wider society.

Question 12

Focal socialising agency
And the concept of
Particularistic and universalistic standards

Answer 12

In the family, children are judged by particularistic standards - they are treated as special individuals and judged differently from everyone else outside of the family.

However, in wider society, people are judged by universalisti standards - the same standards apply equally to everyone.

Question 13

Parsons argues that wider society is

+example

Answer 13

meritocratic and people earn their status through individual achievements e.g. qualifications. Schools ‘bridge the gap’ by teaching children the universalistic standards of wider society.

meritocratic and people earn their status through individual achievements e.g. qualifications. Schools ‘bridge the gap’ by teaching children the universalistic standards of wider society.

Question 14

Specialist skills
And who argues this ?

Answer 14

Another important function of education is to prepare students for paid employment.
Durkheim argues that schools teach students specialist skills for work.

Question 15

Specialist skills
How do schools prepare students with specialist skills ?

Answer 15

Schools provide a range of qualifications which gradually become more specialised. Students in England study for many GCSEs, giving them a range of knowledge and skills. Then at post-16, students study fewer courses gaining more specialised knowledge and skills.

Question 16

How does the government ensure education provides specialist skills?

Answer 16

The government introduced vocational education where students learn job-specific knowledge and skills e.g. BTEC Hairdressing, Childcare, Catering, Building Construction.

Question 17

Economically, what is the benefit of students gaining specialist skills ?

Answer 17

This is good for the economy (world of work) as there are so many job requiring different specialists.

Prepares the next work force

Question 18

Role allocation
Who argues that role allocation occurs ?

Answer 18

According to Davis and Moore, schools ‘sift and sort’ students into their future job roles through assessments and exams.

Question 19

Reasoning behind role allocation and give an example

Answer 19

For example, a student who does well in BTEC Hairdressing, will go on to be a hairdresser.

Whilst a student who gets A* grades in Biology, will go on to be a doctor.

This makes sure that the right people do the right jobs.

Question 20

Is role allocation fair?

Answer 20

Role allocation is fair because society is meritocratic -

access to jobs and positions of power
depends on individuals’ educational qualifications and skills. If you are talented and work hard, you will achieve a top job.

Question 21

Role allocation
So who is at fault for inequalities in outcome?

Answer 21

inequalities in outcomes are not the result of the education system, but due to individuals having different abilities and attitudes to work.

Question 22

Evaluation of Functionalist theories
Feminists

Answer 22

Feminists are critical of the Functionalist claim that schools teach norms and values that benefit everyone.

Feminists argue that schools pass on patriarchal (male-dominated) values, which disadvantages girls and women.

Radical Feminists claim that girls face the male gaze - male teachers and boys ‘look girls up and down’, making judgements about their appearance - girls feel pressure to conform to gender stereotypes e.g. look pretty and be quiet, keeping them subordinate (second) to men.

Question 23

Evaluation of Functionalist theories
Marxist Bourdieu

Answer 23

Marxist, Bourdieu, disagrees with the functionalist view that schools teach the culture of society as a whole.

Bourdieu argues that schools are middle class institutions, teaching middle class culture. Working class children are not integrated because their culture is devalued and ignored by the education system.

Question 24

Evaluation of Functionalist theories
Marxists

Answer 24

Marxists argue that meritocracy is a myth (it does not exist). A student’s social class background determines their educational success, not their effort or ability. Working class children do less well than middle class children because they lack cultural capital - a particular set of tastes, values, interests and knowledge which lead to material rewards (money) and success. Working class parents can’t help their children with homework and don’t know how to support their children.

Question 25

Evaluation of Functionalist theories
Truth behind vocational courses

Answer 25

Vocational courses such as BTECs are often seen as lower skilled courses in schools. Marxists argue that working class children are channelled into vocational courses, ending up in low paid, low status jobs.

Question 26

Evaluation of Functionalist theories
Who is critical of role allocation?

Answer 26

Marxists are critical of role allocation, arguing that there is no equality of opportunity in education - everyone does not start at the same point, and not everyone has the same chance of success in education, even when they have the same ability.

Question 27

The New Right Perspective on education

Answer 27

New Right sociologists believe that the current education system is failing because it is controlled by the state.

Question 28

How do New Right believe that edu should be improved ?

Answer 28

They argue that in order to improve education each school should be run like a business, and parents should have a choice in the school they send their children to.

Question 29

Who believes in the concept of marketisation of edu?

Answer 29

The New Right

Question 30

The New Right
Marketisation of edu

Answer 30

where market forces of supply and demand, based on competition and consumer choice are introduced into the education system.

For example, schools act like businesses using marketing strategies to attract new parents and students

Question 31

Ways in which schools could be marketised according to New Right

Answer 31

open days, school website, glossy prospectuses.

Question 32

Who argues the concept of ‘Parentocracy’ ?

Answer 32

The New Right want to encourage parentocracy, the idea that it is the parents who make decisions and choices in the education system.

Parents should be able to ‘shop around’ for the right state school for their children.

Question 33

Marketisation creates

Answer 33

competition between schools for new parents and students

-schools run open days, taster sessions, hand out prospectuses etc. to try and persuade you to choose them.

Question 34

What do New Right believe is the advantage of competition brother by marketisation ?

Answer 34

-competition will raise standards because only the best schools with excellent exam results will attract new parents and students

-every school works hard to improve teaching and exam results to appeal to new parents and students. This means all students leave school with better exam results.

Question 35

In recent years what have New Right aimed to do?

Answer 35

aimed to make state education more like private education, seeing the private system as a better model of education.

Question 36

Who supports privatisation?

Answer 36

New Right

Question 37

Why do New Right support privatisation?

Answer 37

The New Right believe that privatisation would make our education system more efficient and improve standards.

Question 38

Evaluation of New Right
Exam factories

Answer 38

Marketisation has turned schools into ‘exam factories’. All of the focus is on grades, which has a negative impact on students’ educational experiences and wellbeing. In recent years, increasing nu of students have been suffering from mental health concerns like anxiety and depression.

Question 39

Evaluation of New Right
Gillborn and Youdell

Answer 39

Marketisation has led to an A-C Economy (schools are judged on the number of A-C grades achieved).
Gillborn and Youdell argue that students who have no chance of achieving a C or above (4 or above) are labelled as ‘hopeless cases’ and given little or no support because their grades won’t contribute to the image of the school. These students tend to be from deprived, working class backgrounds, limiting their opportunities.

Question 40

Evaluation of New Right
Marxists

Answer 40

Marxists argue that parentocracy is a myth - only middle class parents have greater choice because they have educational capital. This means they know how schools work e.g. what questions to ask on open evenings and what to look for in a good school.

Question 41

Marxists view of edu

Answer 41

Marxists take a negative view of education, arguing that schools maintain social class inequalities in society.

Question 42

Marxists think that edu exists to protect

Answer 42

Capitalism

The education system acts as a means of socialising children into their social class position, ensuring that students accept and do not challenge Capitalism (a society based on private property, which is divided into social classes).

Question 43

According to Marxists who do schools prepare certain classes for certain occupations ?

Answer 43

Schools help prepare working class children for boring, repetitive labour (e.g. factory work, cleaning, bin men), while middle class children are encouraged to aim for higher levels of education and professional jobs (e.g. lawyers, accountants, doctors). So, the working classes stay poor and disadvantaged, whilst the middle classes do well.

Question 44

Marxists

Bowles and Gintis

Answer 44

Bowles and Gintis argue that the education system maintains Capitalism in three ways: the myth of meritocracy, the hidden curriculum and the correspondence principle.

Question 45

Bowles and Gintis believe that capitalism is marinated in the edu system in what 3 ways?

Answer 45

Capitalism in three ways: the myth of meritocracy, the hidden curriculum and the correspondence principle

Question 46

The myth of meritocracy

Answer 46

Schools make working class students believe that education is meritocratic.

But, in reality, the education system is not fair and students do not have equal chances.

Question 47

Myth of meritocracy

Achievement is determined by what?

Answer 47

Achievement is determined by a student’s social class background, not their effort or ability.

Working class students are more likely to fail or get poor exam results because they are disadvantaged (e.g. cannot afford private tutors or a quiet study space at home). But, schools want working class students to think education is fair and meritocratic, so that they don’t challenge Capitalism.

Thus reproducing social class inequalities (the poor stay poor, the rich stay rich).

Question 48

Why do schools want W/C students in their schools?

Answer 48

schools want working class students to think education is fair and meritocratic, so that they don’t challenge Capitalism.

Question 49

The hidden curriculum

Answer 49

The hidden curriculum refers to everything that is taught informally and is not part of the formal curriculum.

In other words, everything students learn that is not taught in lessons such as making friends, dealing with boring lessons, being obedient.

Question 50

The hidden curriculum
Bowles snd Gintis

Answer 50

Bowles and Gintis argue that the hidden curriculum helps to prepare working class students for low paid, boring, low status jobs.

Question 51

Examples of the hidden curriculum in Marxism

Answer 51

• Learning the importance of being obedient and not answering back e.g. raising your hand to talk, sitting quietly in lessons (ready to do as you’re told in the workplace)

• Learning how to deal with boring lessons (ready to deal with boring jobs)

Question 52

The correspondence principles

Answer 52

This is the idea that schools mirror the world of work.

Question 53

The correspondence principles
Bowles and Gintis

Answer 53

Bowles and Gintis argue that school is simply preparing students for their future roles at work. Working class children are prepared for their future roles in low paid, low status jobs, while middle class children are prepared for high status, high paid jobs.

Question 54

Correspondence principle of in
School
Students are expected to respect authority such as the teacher

Answer 54

Employees are expected to respect authority such as their boss

Question 55

Correspondence principle of in
School
School uniform has to be worn

Answer 55

Work uniform or dress code

Question 56

Correspondence principle of in
School
Pupils are rewarded for hard work through awards and grades

Answer 56

Employees are rewarded for work through promotions or pay rises

Question 57

Correspondence principle of in
School
Pupils’ time is controlled through a timetable

Answer 57

Employees’ time is regulated through contracts and records

Question 58

Marxists
Bourdieu argues

Answer 58

Bourdieu argues that the main role of education is to reproduce the class structure.

Question 59

Marxists
Bourdieu believes that

Answer 59

that each social class has a habitus - its own cultural framework and set of ideas, which influences their tastes and choices.

Question 60

Marxists- Bourdieu
The dominant class (m/c) has the power to

Answer 60

dominant class (the middle class) has the power to impose (or force) its own habitus in the education system.

Question 61

Marxists- Bourdieu
Middle class habitus
And
Symbolic capital

Answer 61

Because the school has a middle class habitus, this gives middle class pupils an advantage, as they have been socialised at home into middle class tastes, ideas and values. Middle class students gain status and recognition from the school, which Bourdieu calls ‘symbolic capital’.

Question 62

Who experiences symbolic capital ?

Answer 62

Middle class
Been socialised at home into the m/c tastes, ideas and values

Question 63

Who experiences ‘symbolic violence’?

Answer 63

Working class students’ experience ‘symbolic violence’ - their culture is devalued and they’re forced to learn middle class knowledge and values.

Question 64

Symbolic violence

Answer 64

working class habitus is seen as inferior - their tastes (e.g. in clothes, accent) are deemed to be tasteless and worthless.

Question 65

Bourdieu Marxists
Symbolic violence
How do w/c feel ?

Answer 65

uncomfortable at school and believe education is not for them.

Question 66

Marxists
Bourdieu claims that symbolic violence reproduces

Answer 66

Bourdieu claims that symbolic violence reproduces the class structure by keeping the working class ‘in their place’ e.g. they don’t apply to University, as they’d be uncomfortable in the middle class habitus, so they stay in low-paid, low-status jobs.

Question 67

Marxists
Althusser argues

Answer 67

argues that education is part of the ideological state apparatus

Question 68

Marxists- Althusser

ideological state apparatus

Answer 68

an institution which spreads ruling class beliefs, ideas and values.

Question 69

Marxists
Althusser
False class consciousness

Answer 69

Schools keep working class students in a state of false class consciousness (they do not know they are exploited workers).

Working class students are brainwashed into thinking Capitalist society is fair and meritocratic.

Question 70

Marxists- Althusser
Example of false class consciousness

Answer 70

For example, if working class students fail in their exams, they put it down to their own lack of effort or ability - this is not true, they fail because of their social class background. Working class children face material deprivation (a lack of resources and money e.g. cannot afford the bus fare to a good school or school trips).

Question 71

Neo-Marxist
Willis argues

Answer 71

argues that students are not simply brainwashed into being obedient workers - some students rebel.

Question 72

Neo-Marxist
Willis’ study

Answer 72

Willis studied 12 working class boys (the lads) who formed an anti-school subculture (values go against the school’s values).

The lads’ rejected school, their behaviour included messing about in lessons, not doing homework and truanting.

However, the lads’ rejection of school meant that they ended up in low-paid, unskilled jobs because they failed their exams.

So, even if the working class reject school, they still end up exploited by the ruling class.

Question 73

2 Evaluations of Marxists theories
Functionalist

Answer 73

• Functionalists would disagree with the view that schooling is negative, they argue that the values and beliefs taught in schools are positive, benefitting all students, regardless of their social class background.
Values such as working hard and competition support the smooth running of society.

• Functionalists disagree with Bowles and Gintis, arguing that the education system IS meritocratic and all students have an equal chance of success. The grades a student achieves are down to how hard they work. There is equality of opportunity.

Question 74

Evaluation of Marxists theories
Althusser

Answer 74

• Althusser’s ideas are too deterministic - students are not passive, many students have little regard for teachers’ authority and reject the teachers’ values. Students do break the rules and test the boundaries.

Question 75

Evaluation of Marxist theories
Postmodernists

Answer 75

• Postmodernists argue that the Marxist view of education churning out mindless, obedient workers is out-dated because we now live in a post-modern society where we work at high levels on more specialised goods, therefore students need a range of skills. Postmodernists argue that education reproduces diversity, not inequality.

Question 76

Evaluation of Marxists theories
Feminists

Answer 76

• Feminists argue that education does not reproduce Capitalism, but patriarchal ideology (male-dominance). For example, the majority of teachers are female, but most Head Teachers are male, whic encourages the idea that men are the people in charge.

Question 77

Feminist views on edu

Answer 77

Feminists argue that schools reproduce patriarchal ideology - encouraging children to think that men should be dominant and superior.

Male dominance becomes normalised; children think it is OK, even natural, for men to occupy the most powerful positions in society e.g. CEOs, politicians and surgeons

Question 78

Feminists
Ways in which schools reproduce patriarchal ideology:

Answer 78

1. Male gaze
2. A Level Physics remains male-dominated
3. School leadership is male-dominated
4. Uniform policies on skirt length

Question 79

Male gaze

Answer 79

• male teachers and boys look girls up and down’, making judgements about girls’ appearance.
  Girls think it is normal to look good for men, keeping women subordinate (second) to men.

Radical Feminists would argue that the male gaze reproduces and legitimates the objectification of women - the view that women are sexual objects for male pleasure.

Question 80

A Level Physics remains male-dominated

Answer 80

very few girls study A Level Physics. Girls are discouraged, believing they need a “boy brain” and only boys are naturally good at Physics. Consequently, men continue to dominate high status, well paid jobs that come from studying Physics e.g. engineering.

Question 81

School leadership is male-dominated

Answer 81

the majority of Head Teachers are male, while most teachers are female.
This encourages the idea that men are the people in charge.

Question 82

Uniform policies on skirt length

Answer 82

• some schools place girls in isolation because their skirts are too short.
  Skirts must fall on the knee; otherwise, it is inappropriate and may distract the boys from their learning!

This reproduces male-dominance, prioritising boys’ learning.

Question 83

What do Radical Feminists point out ?

Answer 83

Radical Feminists point out that judging and punishing girls based on what they are wearing is what underpins rape culture.

When a young woman is raped, people ask:
What was she wearing?
How short was her skirt?

Uniform policies on skirt length contribute to the normalisation and legitimisation of such harmful attitudes.

Question 84

Postmodernists views on edu

Answer 84

Postmodernists argue that society has changed and we now live in a post-modern society characterised by choice, diversity and individualism.

Question 85

Postmodernists look at how the edu system is…

Answer 85

Postmodernists look at how the education system is changing such as the development of new technologies (e.g. mobile phones, the internet).

Question 86

Postmodern society places importance on what?

Answer 86

importance on individualism and education has become increasingly individualised, tailored to the needs and demands of individuals

e.g. study online (study anywhere, anytime), the open University (learning can fit into people’s busy lives), wide range of courses available (e.g. apprenticeships, BTECS, A Levels, degrees).

Question 87

Two changes in the edu system according to Postmodernists:

Answer 87

Individual choice

More ICT lessons

Question 88

Postmodernists
Individual choice

Answer 88

Education reflects the personal needs and wishes of students.

For example, there are now lots of secondary schools and colleges to choose from - parents and students can “shop around” to find the best school or college for them. In addition, there are now many ways in which students can learn post-16 including apprenticeships, BTECs, A Levels, work-based experience.

Question 89

Postmodernists
More ICT lessons

Answer 89

Globalisation inter-connectedness of countries all over the world - we are connected by advances in technology e.g. internet, social media, cheap air travel) has led to a rise in ICT jobs e.g. internet-based companies, social media. As a result, schools need to teach students computer skills e.g. coding, using excel spreadsheets. These skills are essential in order to compete with other countries in the global economy.

Question 90

Evaluation
Postmodernists

Answer 90

• Postmodern ideas about education fail to explain why there are inequalities in educational achievement through social class, gender and ethnicity. They cannot explain why working class pupils typically achieve lower grades than middle class children for instance.

• Postmodern theories fail to offer solutions for issues within education.

Question 91

The social democracy is approach is a

Answer 91

Marxists left wing Labour political perspective.

Question 92

Social democrats emphasise

Answer 92

emphasise the need for equality of opportunity and welfare provision (e.g. benefits).

Not everyone has the same start in life - some are disadvantaged, while others have plenty of money. The government must create ‘a level playing field’ so that everyone has an equal chance to succeed at school.

Question 93

One way of achieving equality of opportunity according to Social Democratic approach is …?

Answer 93

through positive discrimination - the government should target students from disadvantaged backgrounds and provide extra support in schools e.g. free school meals, breakfast clubs, revision sessions.

Question 94

Unlike Marxists, Social democrats

Answer 94

Unlike Marxists (who simply point out inequalities), Social Democrats suggest ways of ending social inequalities and strategies to tackle the disadvantages faced by working class children.

Question 95

Where have Social Democratic ideas been reflected?

Answer 95

in the campaign by footballer, Marcus Rashford, to get free school meals for children during the 2020 school holidays.

He started a petition to end child food poverty, receiving hundreds of thousands of signatures.

His campaign aimed to ensure that schoolchildren from deprived, low-income families did not go hungry during school holidays, combating child food poverty.

Question 96

Evaluation
Social democrats

Answer 96

• Positive discrimination may not improve educational achievement e.g. free school meals - stigma (shame) means that many pupils do not take it as they worry they will be laughed at or bullied.

• It is debateable whether education can fix inequality in wider society. Policy changes help children at school (e.g. breakfast club, funded school trips), but policies cannot change how parents’ socialise or motivate their children at home.

Question 97

Liberal perspective on edu

Answer 97

Liberal thinkers believe that education should be for the benefit of individuals, not for employers or wider society.

Question 98

What do Liberal perspective criticise ?

Answer 98

They are critical of mainstream schools (the schools most of us go to e.g. Kelvin Hall, St Mary’s, Newland) because students are “spoon fed”.

Question 99

What do Liberal thinkers believe and support ?

Answer 99

believe that students should guide their own learning and think for themselves.

Liberal thinkers support de-schooling - they want to get rid of mainstream schools, and let children take control of their learning.

Question 100

An example of a school based in liberal ideas

Answer 100

Children are given the space to be themselves. Children can play all day if they want to. There is no timetable, children can study whatever subjects they wish to. Staff and students are equals in a democratic environment.

Question 101

Evaluation of the Liberal Perspective on edu

Answer 101

Marxists argue that the liberal view of education tends to ignore the causes of the inequalities in society.