Functionalists views Flashcards
Durkheim
According to the functionalist Durkheim, there are two main functions that a society’s education system has, which benefit individuals and society itself.
1) Promoting Social Solidarity:
> He believes in awareness of our national culture and promotes social solidarity by transmitting shared norms and values. By socialising pupils into a shared value system, they leave school fully equipped to fit well into society.
>Pupils learn the importance of punctuality, attendance and an appropriate work ethic through the hidden curriculum. This helps strengthen social solidarity and also prepares people for their future roles.
EVALUATION:
> The impact of globalisation means that true value consensus and true social solidarity are almost impossible to achieve. His views are therefore rather simplistic.
2) Teaching Specialist’s skills:
> Schools prepare individuals for work by teaching them specific occupational skills needed in the social division of labour, e.g. science has a direct link to becoming a doctor.
> BTECs for example also have links to jobs and particular industries. There has also been an effort to consider how apprenticeships might suit pupils better after GCSEs than A levels.
> The planned introduction of T levels from 2020 sit alongside A levels is seen to be one way of encouraging students to consider this more practical route without feeling as though they are taking courses that are ‘second best’.
EVALUATION:
> Arguably, the education system encourages and promotes individuality and competition, rather than social solidarity. Employers, encourage students to ‘think outside the box’ and to innovate.
> The lack of nurses, teachers and technology worker contradicts the above and suggests that the education system does not adequately prepare pupils for work at all.
Parsons (1961)
Microcosm
Parsons saw the classroom as a microcosm (miniature representation) of society. School helps to build upon the socialisation taking place in the family, in order to ensure that pupils are fully prepared for their place in wider society.
> Education serves as a ‘bridge’ between the family and society. In the family, for example, there are rules and expectations about a child’s behaviour that are specific to the family, Parsons calls this particularistic standard.
Families’ rules may differ from another family, furthermore, a person’s status is ascribed from birth. However, in society, everybody is expected to follow the same rules and expectations e.g. the law. Parsons calls these universalistic standards.
EVALUATION:
> Does education really ‘bridge’ the family & society?
Further, once having left school, there is clear evidence that high crime rates in society, terrorism and conflict show that the education system hasn’t particularly been successful in achieving its aims.
Davis & Moore (1945)
Davis and Moore argue that the education system performs a role allocation function.
> It is built upon principles of fairness, equal opportunity and healthy competition. In this way, schools are meritocratic.
> Regardless of a pupil’s starting point, success can be achieved through hard work and determination.
> The most talented students ‘win through’ to secure the highest grades and thus the best-paid jobs. Those who put less effort in, and those who are less naturally intelligent, go to secure lower grades and lower-paid jobs.
> The education system provides everybody to make success out of themselves.
EVALUATION:
> Critics of Davis and Moore claim that their ideas lack firm evidence and are pure fantasy. Marxists point out that the odds of bright, academic working-class pupils are much reduced in terms of achieving the highest grades compared to their middle-class peers. There is a ‘myth of mediocracy in their view.
> Skills in schools and jobs do not always neatly match up. There is no correlation of pupils getting top grades going on to take top jobs.
