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Sociology > Education - Role and Function of the Education System - 3.1 > Flashcards

Education - Role and Function of the Education System - 3.1 Flashcards

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Sociology 101 flashcards
1
Q

General Functionalist View on Education

A

> Positive promotes value consensus, social solidarity, teaches key norms & values and focuses on positive functions of education

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2
Q

Functionalism & Education (Key Studies)

A

> Durkheim (Socialisation and Social Solidarity)
Parsons (Universal values & Particularistic Values & Meritocracy)
Davis & Moore (Role Allocation)
Blau & Duncan (Human Capital)

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3
Q

Durkheim (Socialisation & Social Solidarity)

A

> 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

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4
Q

Parsons (Universalistic Values & Particularistic Values & Meritocracy)

A

> 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?
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5
Q

Davis & Moore (Role Allocation)

A

> 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

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6
Q

Blau & Duncan (Human Capital)

A

> 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.

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7
Q

A03 Functionalism (Key Studies)

A

> Wong (Interactionist)
Hargreaves
Interactionists

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8
Q

Wong - A03 Functionalism (KS)

A

> Oversocialized view of people as passive puppets, accept everything taught e.g. some rebel

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9
Q

Hargreaves - A03 Functionalism (KS)

A

> Education promotes individualism rather than shared values

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10
Q

What is the General Outlook of the Marxist Approach on Education?

A
  • Reproduces class inequality.
  • Legitimates class inequality.
  • Works in the interests of capitalist employers
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11
Q

Outline 4 Key Marxist Thinkers/Views and what they advocate?

A

> Althusser: (Ideological State Apparatus, Reproduction and Legitimation of Inequality)
Bowles and Ginits (Correspondence Principle)
Hidden Curriculum
Willis (Anti-School Subcultures)

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12
Q

Define the Marxist idea of the Hidden Curriculum

A

Things pupils learn informally from going school to instil correct attitudes needed for work in capitalist system

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13
Q

What are examples of things learn’t through the Hidden Curriculum at school?

A
  • Respecting Authority
  • Punctuality
  • Competition
  • Having a ‘work ethic’
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14
Q

Explain Althusser’s Ideas of Impact of Ideological State Apparatus through Education?

A
  • 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.
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15
Q

Explain Althusser’s Ideas of the Legitimation of Social Inequality through Education?

A
  • 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.
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16
Q

How does Education reproduce inequality?

A

Fails each generation of working class pupils, ensuring they end up in same position as parents.

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17
Q

Explain Bowles and Ginits ideas on the Correspondence Principle

A
  • Belief education mirrors workplace in a capitalist society, to prepare working class for manual jobs.
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18
Q

Briefly outline four Examples of how School corresponds to exploitative nature of the workplace

A
  • 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
19
Q

Explain the idea of Fragmentation in relation to the Correspondence Principle

A

> 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.

20
Q

Explain Paul Willis’s Study of the Lads Anti-School Subcultures

A

> 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.

21
Q

What values did the Lads in Willis Study have?

A
  • 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
22
Q

How is Willis Study of the Lads’ attitudes Ironic?

A

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.

23
Q

A03 Marxism Sociologists

A 
> Postmodernist
> Post-Fordism
> Radical Feminism
> McRobbie
> Interactionist
> Giroux
> Floud and Martin
> Saunders
> Morrow and Torres
24
Q

How does the Postmodernist undermine Marxist Theories of Education (AO3)

A

Marxism is outdated, correspondence principles no longer operates, where Marxist see inequality, there’s really diversity and choice.

25
Q

How does the Post-Fordism undermine Marxist Theories of Education (AO3)

A
  • Believes correspondence principle no longer operates.
  • Education’s responsive to the needs of individuals, workplace no longer needs passive workers.
  • It needs creative workforce able to use technology.
26
Q

How does Radical Feminism undermine Marxist Theories of Education (AO3)

A

Reproduces patriarchy.

27
Q

How does McRobbie undermine Marxist Theories of Education (AO3)

A

Females are absent from Willis’s study and 12 boys is unrepresentative.

28
Q

How does Interactionist undermine Marxist Theories of Education (AO3)

A

Say they’re too deterministic, pupils don’t passively accept values, some reject and rebel against them

29
Q

How does Giroux (Neo Marxist) undermine Marxist Theories of Education (AO3)

A
  • Don’t believe working class are passive robots to employers, and accept everything they’re taught
  • So not entirely moulded by capitalist system
  • Believes theories e.g. correspondence principle are too deterministic.
  • Existence of anti-school subcultures, Truancy and Exclusion show hidden curriculum and correspondence principle has failed.
30
Q

How does Floud and Martin undermine Marxist Theories of Education (AO3)

A
  • Exaggerate effect education system has on working class achievement
  • Say Government policies e.g. comprehensives improved opportunities for working class
31
Q

How does Saunders undermine Marxist Theories of Education (AO3)

A
  • Claim Middle class’ educational success due to biological differences.
32
Q

How does Morrow and Torres undermine Marxist Theories of Education (AO3)

A
  • In postmodernist society, Students create own identities rather than being influenced by class,
  • e.g. increasing number of trans students.
33
Q

Outline a Key New Right Thinker and what they advocate?

A

> Chubb and Moe (Voucher System)

34
Q

What two things does New Right believe in?

A

Marketisation and Parentocracy

35
Q

What is the problem with the state running of Education according to the New Right?

A

> State can’t meet people’s needs.

> Education inevitably ends up as ‘1 size fits all’ not meeting individual and community needs, or need for employers to have skilled workers.

> State Run - Schools with bad results aren’t answerable to consumers, result is lower standards and unqualified workforce.

36
Q

Define Marketisation of Education

A

Process of introducing market forces of consumer choice and competition into education system.

37
Q

What happens in Marketisation of Education?

A

> Schools run like business, competing for pupils.

> Rather than pupils going school in local catchment area.

> Schools that get most pupils will get extra funding.

38
Q

What are the Benefits of Marketisation of Education?

A

> Schools are answerable to parents, as they have to be more efficient as they’re competing with other schools.

> Introduction of League Table and Ofsted Report give parents more info to choose right school and provides incentive, for schools to work harder.

39
Q

What were Chubb and Moe’s findings in relation to Education?

A

> Stats show children from working class families do better in private schools, so state education, not meritocratic.

> Parents can’t do anything about failing schools, controlled by state.

> Private Schools have better quality education as they’re answerable to paying customers.

40
Q

What did Chubb and Moe propose the intro of?

A

> So they proposed intro of a voucher system, giving control to parents, where each family will be given voucher to buy education from school of their choice.

41
Q

What is the benefits of the Voucher System?

A

Vouchers are the school’s only source of income, incentivising them to provide quality education.

42
Q

Explain the Limited of Role of the State in Education, what should do they still be responsible for, according to New Right?

A

> Commissions Educational Services putting them up for contract and deciding which private bidder gets the contract.

> Set targets and monitor performance to ensure private providers meet certain standards e.g. Ofsted inspections

> Set National Curriculum all schools must teach

43
Q

How do Functionalist and New Right views on Education compare?

A

> Believe some people are naturally more talented than others

> Agree education should be run on meritocratic principles of open competition.

> And education should socialise pupils into shared values and provide a sense of national identity.

44
Q

Outline the Criticisms of the New Right view of Education?

A

> Gewirtz: Restrictions on Parental Choice

> Low Educational Standards, due to inadequate funding of state school, not state running

> Marxist argue education, imposes values of ruling class, not shared national identity

> National Curriculum too ethnocentric and restrictive on teachers and schools

Sociology (27 decks)

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