perspectives Flashcards
DURKHEIM - FUNCTIONALIST
> > > transmission of norms & values of society
help unite with sense of belonging, commitment spcoal solidarity
school as society in miniature ; kids learn to cooperate with new people & learn skills - prepare for interacting with society in future
respecting school rules - child learns respect in general, develop self control & restraint
punishment should reflect seriousness of damage - learn its wrong to act
teaches skill require for future jobs in industrial society with complex & specialised divison of labour - require specificskills & knowledge
industrial society united by value consensus & DOV - specialists combine to produce goods & services
criticism of durkheim
- assumes societies have shared culture which can be transmitted through education system ; uk is multicultural & debatable if single culture which schools base their curriculum
- MARXISTS = education transmit dominant culture that serves interests of ruling class than whole
- eucation promotes competition & individualism than shared values
- can be divisive = hierarchy ofschools - seperate social classes
PARSONS - FUNCTIONALISM
> > > primary socialization in family act as bridge b/w family & society, prepare them for adult role
in family child is judge & treated in terms of particularistic standards - parents treat child as 1 child then in terms of standards applied to all
society people judged in universalistic standards & values; — socialise them into basic values, selects people for future roles to society
in family child status is ascribed - fixed by birth
status in adult world, #is achieved
school prepares for transition - universalistic standard, achievement assessed by exam results
operate on meritocratic principles; status achieved on basis of merit
> > > school socialize basic values = value consesus essential to operate; 1. values of achievement & 2. values of opportunity
encourage to strive for academic success & reward those suceed. compete in equal terms
values important functions = industrial society needs highly motviated, workforce .
differential reward for differential achievement = both winners - high achievers & losers - low achievers see system as just &fair since status achieved in equal chance
> > > functions to allocate human resources in role–structure of adult society
school test & evaluate students, match talents & sills to jobs they best suited = role allocation
DAVIS & MOORE - FUNCTIONALISM
>>> education as role acction >>> social stratification - class system for ensure most talented & able members allocated to positions functionally important >>> high rewards as incentives & attached to positions = everybody compete & best one wins >>> proving ground for ability & selective agency for placing people in diff status to their capacities
CRITICISM DAVIS & MOORE
- relationship b/w academic credentials & occupation reward not close e.g income weakly linked to educational attainment
- doubt if educational system grades people in terms of ability
- evidence that social class system prevent system efficiently grading people in terms of ability
MARXISM VIEW
ALTHUSSER
> > > system shaped by infrastructure = reflect relations of production & serve interests of capitalist RC
for RC to survive & prosper = reproduction of labour power is essential
generations of workers need be reproduced to create profits which capitalism depends = 1. reproduction of skills necessary for efficient labour force
2. reproduction of RC ideology & socialisation of workers = submissive obedient workforce
>>> no class can hold power for any length of time by use of force - ideological control provides more efficient means of maintaining RC power >>> if subject class accept position = no challenge to RC dominance
> > > subject class kept in place by Ideological state Apparatuses - mass media, law, religion , education = transmit RC ideology & create false class consciousness = make society seem reasonable & hide exploitation & justify position of RC
> > > Repressive state apparatus; army, police, prison system= based on force
BOWLES & GINTIS
MARXIST
> > > education is controlled by capitalism & serves their interests = close relation b/w school &work
correspondence principle - understand workings of education system; work cast over education system = education subservient to needs of those who control workforce
correspondence produce obedient, motivated workface needed by capitalism
- Hidden curriculum = produce subservient workforce of uncritical , passive
»> e.g NYHS grades awarded related to personality traits - low grades to creativity, independence, aggress
»> encourage acceptance of hierarchy = teacher power& students follow = prepare for relation in work - pupils learn be motivated by external rewards - satisfaction in learning. Qualification offer promise of jobs
»> workers motivated by wages - lack of personal involvement & fulfillment in school = alienation from work
»> work is alienating & exploitative - wor like machines
»> requires school to teach people to learn to learn, put up with boredom, work hard to get grades - fragmentation of school subjects - move from 1 to another like in workforce; broken into specific tasks
»> make workers easier to control as divided = harder for them to unite & challenge conditions - Benefits of education system for capitalism = needs of capitalist employers to give skilled labour = all comopete for jobs, employers pay low wages through threst of dismissal & replace by reserve army of skilled workers
»> legitimation of inequality= make society seem fair & just; need to see as naturalness of unequal world
»> schools give chance for fair open competition - meritocracy; like in economy system assume those with highest qualifications receive highest rewards
4.. illusion of equality of opportunity; believe class most important factor influence attainment levels >> reject view society is meritocratic >>> illusion = competing on equal terms,; MC children get higher qualification & rewarding jobs & hides it = myth of meritocracy
example of bowles & gintis
> > > e.g examine pupils with avg IQ -& found range of educational attainment = no relation b/w IQ & educational attainment
relationship b/w educational attainment & family background = class position of parents = higher class, longer they remain in education system & higher qualification
high qualification tend to have higher IQ = stay morei n education & develop IQ
educational system not function as meritocracy
people in highly paid jobs have above avg IQ
reject view IQ is related to occupational success
family background factor for income diff
class origin, sex, race = educational qualifications valuable on job market to white male than white female, black male, working class
criticism of bowles & gintise
- HICKOX= close correspondence b/w education & economic developments; brit compulsory education introduced before industrialization & capitalist didnt employ workforce with attitudes & values shaped by eduation
- BROWN = changes in nature of work org reduce importance of bureaucratic control & more importance on teamworking
- assumes hidden curriculum was influencing pupils but pupils didnt regard rules of school or respect authority
- ignore infliuence of formal curriculum - much of it dont promote development of ideal employee under capitalism, dont design to teach skills needed or passive behaviour ( REYNOLDS)
- dont explain much how economy shapes education system; authorities locally have some freedom to organize schools
»> most radicals attracted into teaching = indepdent not moulded education to suit capitalist needs
paul Willis example
.
rikowski - problems with marxism
- critizies base & superstructure model»_space;> Marx himself never believed economic base directly shaped superstructure
- criticize idea of relative autonomy = seperates education from economic process -> dissolution of marxism & replace with pluralist theory that economy factors only shape some parts of society & education system has own seperate logic
- activities of lads swearing, picking hardly represent threat or serious critique of capitalism
»> only focus on working class males & neglect potential of female, black, gay, disabled students resisting
rikowski
> > > Marx’s labour theory of commodities = social services like education, health become capitalised = privatised liike commodity= product brought & sold at market to make profit
globalisation is capitalist & education part of it = global commodity
human capital = capacity to work
competition = more focus on education & training of workforce to maximize human capital = profit made out of labour
consequence for producers like teachers - in pupils = unlimited drive for educational improvements lead to stress, suicide, alienation for all.
more school requirements - subcontracted to private industry like school dinners/ cleaning = make profit for private industry
private corporations may take over education system & education becomes profit making activity
> > > WTO & world bank supporting global educational business to increase productivity & economic growth
WTO try to gain agreement b/w diff countries to open up competition in provision of educational goods & services
opposing WTO = poorer countries unable to sell their products due to tariffs & subsidies in richer countries
> > > universities generate many income by acting as consultants for developing school systems in chile
establish campuses in diff countries in dubai
educational services commercialised, privatised, capitalised
criticism of rikowski
> > > reminiscient of giroux’ view that educational establishments are sites of ideological struggle
based on marx view that surplus value only increased by labour power
questioned by economists - suggest that value of commodities based on usefulness to consumers than quality & quantitfy of labour to producing them
assumes value of labour power is determined by education & training
school unlikely to be for profit as parent or future policy
marxism - GIROUX
- working class pupils actively involved in shaping own education = dont accept everything taught nor behaviour determined by capitalism
- schools seen as sites of ideological struggle where clashes b/w cultures - diff class, ethnic, religious try influence both content & process o schooling = not capitalism
- possess elative autonomy from economic infrastructure e.g USA produced surplus graduates than needed - became unemployed or take low paid jobs = myth of education provide equal opportunity & chace for upward mobility undermined
social democratic view
> > > state should represent interests of population as a whole
democratic system which adult elect those govern them for equal rights & equal opportunity
fail to provide equality of opportunity
gov should intervene to reduce inequalities
believe in meritocracy
discriminate against WC- not develop potential & unfair = waste of talent & not produce highly educated workforce
HALSEY»> education fail to offer same opportunities to lower social classes as higher class.
children of parents w least material resources be disproportionately in failures of system
»> critical of tripartite system
»> education is type of investment for exploitation of modern tech - relation b/w education & economy should be closer as manual work declines & white collar, professional, managerial workers rise
SHULTZ»> skills &knowledge forms of capital, capital investment in humans have same effects as in machinery
»> more spent on education = productivity & efficiency of workforce rise
