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Sociology year 1 > education- the role of education in society > Flashcards

education- the role of education in society Flashcards

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Sociology 101 flashcards
1
Q

5 perspectives on education

A
  • marxist
  • functionalist
  • feminist
  • new right
  • interactionist
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2
Q

5. the functionalist perspective on education

what is functionalism

A

the view that society is a system of independant parts held together by a shared culture/value consesus.

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3
Q

5. the functionalist perspective on education

how is education an agency of socialisation

A

helps to maintain social stability through the development of value consensus, social harmony and social cohesion.

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4
Q

5. the functionalist perspective on education

the 3 main functionalists:

A
  • Durkheim
  • parsons
  • davis & moore
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5
Q

5. the functionalist perspective on education

what two main functions of education did durkheim identify

A
  • creating social solidarity
  • teaching specialist skills
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6
Q

5. the functionalist perspective on education

why is social solidarity so important

A

prevents chaos as society wouldnt cooperate, everyone would just pursue their selfish desires.

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7
Q

5. the functionalist perspective on society

how does the education system help to create social solidarity

A
  • acts as a society in miniature
  • forced to cooperate with people who arent family and friends
  • forced to work with people that they may not like
  • this is reflected in work, having to maintain a professional working relationship with others
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8
Q

5. the functionalist perspective on education

difference between the hidden and formal curriculum

A
  • hidden- educates on societal needs, teaching values and expectations in order to behave and communicate
  • formal- required to teac by national curriculum in order to gain qualifications
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9
Q

5. the functionalist perspective on education

how does durkheim believe education prepare people for their part in the social division of labour

A

education provides children with the specialist knowledge and skills to perform a specific role

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10
Q

5. the functionalist perspective on education

how does parsons view schools

A
  • as a place of secondary socialisation, taking over from the family as children get older
  • provides the bridge between particularistic values and universalistic values of contempory societies based on meritocracy
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11
Q

5. the functionalist perspective on education

parsons believes school provides a bridge between which types of values

A
  • particularistic- rules that apply for that specfic chuild from family
  • universalistic- laws that apply to everyone
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12
Q

5. the functionalist perspective on education

what is the belief of meriotocracy

A
  • through education, everyone is given an equal opportunity, intelligence + effort = sucess
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13
Q

5. the functionalist perspective on education

what do davis and moore believe the role of education is

A
  • a device for selection and role allocation
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14
Q

5. the functionalist perspective on education

why do davis and moore believe inequality is necessary

A
  • ensures the most talented and qualified individuals are allocated to the most important jobs
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15
Q

5. the functionalist perspective on education

what is role allocation

A
  • fitting the most suitable people into the hierarchy of unequal positions in society
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16
Q

5. the functionalist perspective on education

why is the development of the human capital necessary?

A
  • to provide a properly trained and qualified labour force to undertake the range of different jobs that arise from the division of labour
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17
Q

5. the functionalist perspective on education

what is social placement?

A

Education provides one of the major methods for upward social mobility (progressing towards the career you want)

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18
Q

5. the functionalist perspective on education

what are secondary functions and examples

A
  • unintended functions
  • e.g sopeaking to crush and building relationship- principle of courting
  • opens up social networks, e.g. for jobs later on
  • ability to work as a group
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19
Q

5. the functionalist perspective on education

what is the allocation function and what do functionalists believe about it

A
  • classify students based off of acedemic abilities
  • highest abilities- higher jobs
  • functionalists believe it is fair, they believe in meritocracy
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20
Q

5. criticisms of the functionalist perspective

equal opportunity…

A

…in education does not exist, other factors e.g gender and race play a part

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21
Q

5. criticisms of the functionalist perspective

marxist argue…

A

…instead of transmitting shared values as a whole, education in a capitalist society only transmits the ideology of the ruling class

meritocracy promotes individualism and not shared values like functionalists claim

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22
Q

5. criticisms of the functionalist perspective

functionalism has an “over socialized” view of society wrongly impling that…

A

…pupils passively accept all that they are taught and never reject the schools values

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23
Q

5.criticisms of the functionalist perspective

the new right argue that the education system fails to prepare students for work as…

A

…education discourages efficiency, competition and choice.

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24
Q

5. criticisms of the functionalist perspective

the education system doesnt…

A

…teach specialised skills adequately

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25
Q

the marxist perspective on education

what is the difference between functionalists and marxists

A
  • functionalists- see society and education as based on value consensus
  • marxist- see society as based on class division and capitalist exploitation
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26
Q

the marxist perspective on education

what to marxists believe to be the role of education

A
  • a means of social control, to conform, accept their social position
  • suggests that this is done by giving the impression that those who fail in education do so because of their lack of effort
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27
Q

the marxist perspective on education

how did karl marx divide a capitalist society

A
  • capitalist class/ bourgeosie- minority class who own the means of production
  • working class/ proletariat- forced to sell their labour power to the capitalist class, no other source of income
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28
Q

the marxist perspective on education

what does the divide in class create

A

potential for class conflict, proletariat unite and overthrow capitalists

29
Q

the marxist perspective on education

althusser: how to create an efficient and obediant labour force

A
  • reproduction of necessary technical skills
  • reproduction of ruling class ideology, socialization of workiers to accept this dominant ideology
30
Q

the marxist perspective on education

althusser: how do the capitalist class persuade the working class to accept ruling class ideology

A
  • ideological state apparatuses (ISAs)-
  • family
  • media
  • law
  • religion
  • education
31
Q

the marxist perspective on education

how does the education system act as an ISA according to althusser

A
  • passes on ruling class ideology justifying the capitalist system
  • selects people for the different social classesas adults, developing right attitudes and behaviours
32
Q

the marxist perspective on education

what do bowles and gintis believe to be the role of education

A
  • reproduction of labour power, hardworking, submissive and diciplined workforce
  • for people to come to terms with their place within it, reducing opposition to inequality
33
Q

the marxist perspective on education

how do bowles and gintis argue that the workforce is reproduced

A
  • through the hidden curriculum
  • through education legitimizing inequality? the class strcuture
34
Q

the marxist perspective on education

what main factors do bowles and gentis believed to be key to success in education and the job market

A
  • social class
  • ethnicity
  • gender
35
Q

the marxist perspective on education

what do bowles and gentis believe education to actually be

A
  • an confudence trick- hides the fact it maintains and reproduces the existing pattern of social class between generations
36
Q

the marxist perspective on education

what does willis’s study show

A

working class pupils resist such attempts to brain wash them

37
Q

the marxist perspective on education

what approach did willis use when studying pupils

A
  • interactionist:
  • participant observation
  • unstructured interviews
38
Q

the marxist perspective on education

willis’s study

A
  • counter school subculture of “the lads”
  • 12 working class boys
  • as they make the transition from school to work
  • acts of defiance- smoking, drinking, disrupting class (their rules and values)
  • similarities between counter school culture and shop floor culture (both see manual tasks as superior, intellectual inferior)
39
Q

the marxist perspective on education

what does bourdieu argue

(what does each social class posses)

A

its own cultural framework/set of ideas- a habitus

40
Q

the marxist perspective on education

how generally is a habitus picked up

A

through socialization in the family

41
Q

the marxist perspective on education

what does bordieu say the cultural capital is

A

the advantage of higher classee as the dominant class imposing its habitus on education

42
Q

the marxist perspective on education

how does bourdieu believe success is achieved in education

A

possesion of cultural capital/ access to habitus/ culture of the dominant social class

43
Q

the marxist perspective on education

evaluation: how is the marxist view determinstic

A

assumes students have no freewill and will passively accept brainwashing (fails to explain why pupils ever reject the schools values)

44
Q

the marxist perspective on education

evaluation: some critics argue that willis’s view does what…

A

praise working class boys fr their antisocial behaviour and sexist attitudes

45
Q

the marxist perspective on education

evaluation: disadvantage of willis’ small scale study

A

12 boys- unrepresentative, ricky to generalize these findings

46
Q

the marxist perspective on education

evaluation: what do morrow and torres argue

A
  • society is now more diverse
  • see non class inequalities, e.g gender, ethnicity, sexuality as equally important
  • believe sociologists must explain why education reproduces all forms of inequality and how they are related, not just class
47
Q

the marxist perspective on education

evaluation: femenist, mcdonald argues also

A

that schools reproduce not just capitalism but patriarchy too

48
Q

the marxist perspective on education

evaluation: why do postmodernists criticise bowles and gintis correspondence principle

A

todays post-fordism economy requires schools to produce a very different type of labour force from the one described by marxists
they believe education now reproduces diversity, not inequality

49
Q

the new right perspective on education

marketisation

A
  • schools competing like businesses
50
Q

the new right perspective on education

parentocracy

A
  • parental choice
51
Q

the new right perspective on education

what are the new right known for introducing in education

A
  • school league tables
  • GCSEs
  • OFSTED
  • (part of the UK 1988 education reform act)
52
Q

the new right perspective on education

general principles

A
  • lowering taxation and reducing government spending
  • introduction of free market principles in areas usually paid by taxation
  • individual freedom responsibility (against the welfare state-e.g benefits)
  • strong state where law and order is concerned
  • pro-tradition (e.g nuclear family)
53
Q

the new right perspective on education

influences on education: how is the education market created

A
  • schools are run like businesses
  • schools competing with eachother for parents and pupils, rather than just the local catchment area
  • lead to the establishment of school league tables
54
Q

the new right perspective on education

influences on education: what subjects do they believe schools should teach

A
  • subjects that prepare pupils for work
  • education should be aiming for economic growth
  • known as new vocationalism
55
Q

the new right perspective on education

influences on education: the framework

A

transmitting shared values through the national curriculum

56
Q

the new right perspective on education

an example of new right thinking

A

chubb and moe argued that private schools in america performed best as they were answerable to paying parents. rest of education system should follow this to better schools

57
Q

the new right perspective on education

evaluation: advantages and disadvantages of competition between schools

A
  • good for middle + lower classes
  • ethnic minorities + rural communities ended up having less choice
58
Q

the new right perspective on education

evaluation: criticisms of vocational education

A
  • standard was questioned compared to traditional subjects
  • dependent on what schools chose to offer
59
Q

the new right perspective on education

evaluation: problems with imposing a national framework

A

restricts schools, contradicts being “free to compete”

60
Q

the feminist perspective on education

what do they see the role of education as

A

transmitting patriarchal values

61
Q

the feminist perspective on education

what do Heaton and Lawson believe

A

the hidden curriculum in schools primarily teaches traditional family structures

62
Q

the feminist perspective on education

liberal feminism

A

acknowleges both progress and remaining issues of patriarchy in society

63
Q

the feminist perspective on education

in the 1940s/1950s what issue did the tripartite system make

A

girls having lower pass rates

64
Q

the feminist perspective on education

michelle stanworth (1983) believed what gender disparity existed on the topic of higher education

A

teachers were more likely to recommend boys to go study higher education, than girlsat the same acedemic level

65
Q

the feminist perspective on education

radical feminism thought on education system

A

fundamentally patriarchal and continues to marginalize women

66
Q

the feminist perspective on education

in education, radical feminists saw that sexual harrassment is…

A

not taken as seriously as other forms of bullying

67
Q

the feminist perspective on education

what do black and difference feminists believe

A

not all girls have the same experience, minority and ethinic girls are often victims of stereotyping and assumptions

68
Q

the feminist perspective on education

reasons sue sharpe believes there was a shift in girls attitudes from 70s to 90s

A
  • family+marriage to career
  • 1970 equal pay act
  • 1976 sex discrimination act
69
Q
A

Sociology year 1 (12 decks)

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