Education - Role and Function of the Education System - 3.1 Flashcards
General Functionalist View on Education
> Positive promotes value consensus, social solidarity, teaches key norms & values and focuses on positive functions of education
Functionalism & Education (Key Studies)
> Durkheim (Socialisation and Social Solidarity)
Parsons (Universal values & Particularistic Values & Meritocracy)
Davis & Moore (Role Allocation)
Blau & Duncan (Human Capital)
Durkheim (Socialisation & Social Solidarity)
> Education is society in miniature, teaches specialist skills for workplace preparation
> Creates social solidarity e.g. teaching nations shared history instills shared heritage & commitment to wider social group
Parsons (Universalistic Values & Particularistic Values & Meritocracy)
> Schools is bridge between family & wider society, e.g. move from PV to universalistic values of wider society.
> Meritocratic allows for social mobility, anything possible with hard wrk, all have an equal chance
- ignores inequality & racism?
Davis & Moore (Role Allocation)
> Education is sieve allowing meritocratic selection for job roles
> Identifies more capable students, & allocates them to jobs based on skills and qualifications
> Inequality necessary to motivate hard work HOWEVER ignores power of social contacts
Blau & Duncan (Human Capital)
> Human capital is skills, talents, creativity, making us an economic asset to society
> Gives trained/flexible workforce. puts person in job, best suited to their ability, maximises talents & productivity.
A03 Functionalism (Key Studies)
> Wong (Interactionist)
Hargreaves
Interactionists
Wong - A03 Functionalism (KS)
> Oversocialized view of people as passive puppets, accept everything taught e.g. some rebel
Hargreaves - A03 Functionalism (KS)
> Education promotes individualism rather than shared values
What is the General Outlook of the Marxist Approach on Education?
- Reproduces class inequality.
- Legitimates class inequality.
- Works in the interests of capitalist employers
Outline 4 Key Marxist Thinkers/Views and what they advocate?
> Althusser: (Ideological State Apparatus, Reproduction and Legitimation of Inequality)
Bowles and Ginits (Correspondence Principle)
Hidden Curriculum
Willis (Anti-School Subcultures)
Define the Marxist idea of the Hidden Curriculum
Things pupils learn informally from going school to instil correct attitudes needed for work in capitalist system
What are examples of things learn’t through the Hidden Curriculum at school?
- Respecting Authority
- Punctuality
- Competition
- Having a ‘work ethic’
Explain Althusser’s Ideas of Impact of Ideological State Apparatus through Education?
- Schools part of Ideological State Apparatus, brainwash working class into accepting exploitation
- Spreading dominant ideology of capitalism.
- Thus instilling belief it’s normal to prevent revolution.
Explain Althusser’s Ideas of the Legitimation of Social Inequality through Education?
- Money decides how good an education you get, but people don’t realize as schools spread the ‘myth of meritocracy.’
- If we fail, we believe it is our own fault, as we feel system is fair when in reality it’s not
- Thus have effect of controlling working class, as kids grow up believing they had fair chance they’re less likely to rebel and create a revolution.
How does Education reproduce inequality?
Fails each generation of working class pupils, ensuring they end up in same position as parents.
Explain Bowles and Ginits ideas on the Correspondence Principle
- Belief education mirrors workplace in a capitalist society, to prepare working class for manual jobs.
Briefly outline four Examples of how School corresponds to exploitative nature of the workplace
- Passive subservience of pupils to teachers is the same as Passive subservience of workers to managers.
- Alienation: Pupils lack control over education in the same way that workers lack control over production.
- Motivation by external rewards (grades not learning) is the same as being motivated by wages not joy of the job
- Fragmentation
Explain the idea of Fragmentation in relation to the Correspondence Principle
> Only teach you a little bit of everything at school - same as the workplace
> Where employees only taught a little bit about company as employers fearful if they tell them too much, they’ll take advantage and set up competition against them.
Explain Paul Willis’s Study of the Lads Anti-School Subcultures
> Consist of students who rebel against school.
> Develop delinquent attitudes against academic aims, of a school.
> Desired manual work, believed it was proper work.
> Jobs earholes would get were all same and pointless.
What values did the Lads in Willis Study have?
- Lads felt superior to teachers and other pupils
- Didn’t care about work, more to ‘having a laff’
- Tried to bunk as many lessons as possible to get status in the group
How is Willis Study of the Lads’ attitudes Ironic?
Irony is by resisting school’s ideology, being part of an anti-school subculture guarantees they’ll fail, ending up in manual work, working in favour of capitalism.
A03 Marxism Sociologists
> Postmodernist > Post-Fordism > Radical Feminism > McRobbie > Interactionist > Giroux > Floud and Martin > Saunders > Morrow and Torres
How does the Postmodernist undermine Marxist Theories of Education (AO3)
Marxism is outdated, correspondence principles no longer operates, where Marxist see inequality, there’s really diversity and choice.
