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

Role and Function of the Education System - 3.1 Flashcards

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1
Q

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

A

> Consensus approach and focuses on positive functions of education

> e.g. creating social solidarity, teaching core values and work skills, and role allocation/meritocracy.

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2
Q

Outline 4 Key Functionalist Thinkers and what they advocate?

A

> Durkheim (Socialisation and Social Solidarity)
Parsons (US and PS and Meritocracy)
Davis & Moore (Role Allocation)
Blau and Duncan (Human Capital)

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3
Q

Explain Durkheim’s Ideas of Socialisation through Education?

A
  • Education System’s society in miniature

- Teaches individuals specialist skills and values, to prepare them for workplace.

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4
Q

Explain Durkheim’s Ideas of Social Solidarity through Education?

A
  • Notion ppl feel they belong to society, they feel part of a group.
  • e.g. teaching countries histories instills in children a sense of shared heritage and commitment to a wider social group.
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5
Q

Explain Parsons Ideas of US and PS through Education?

A
  • Schools provide a link vs family and wider society,

- Allowing pupils to move from particularistic values of home to universalistic values of wider society.

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6
Q

Explain Parsons Ideas of Meritocracy in Education?

A

Education fair as it’s meritocratic, all have same chance & personal talent or merit decides social status, if we work hard enough.

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7
Q

Explain Davies and Moore’s Ideas of Role Allocation in Education?

A
  • Education allows meritocratic selection for jobs.
  • Acting as a sieve
  • Schools identify most capable students, allocating them to jobs based on talent and qualifications.
  • Inequality is needed, so people are motivated to work hard.
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8
Q

Explain Blau and Duncans Ideas of Human Capital in Education?

A

> Defined as stock of skills, talents, creativity, making someone an economic asset to society.

> Education provides trained, and flexible workforce.

> Enables person to be allocated to job, best suited to abilities

> Making most of their talents, maximising productivity.

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9
Q

A03 Functionalism Sociologists

A 
> Wolf Review of Vocational Education
> Wrong
> Hargreaves
> Interactionists
> Marxist
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10
Q

How does the Wolf Review of Vocational Education undermine Functionalist Theories of Education (AO3)

A

Claims high-quality apprenticeships are rare, and 1/3 of 16-19yr olds are on courses, not leading to better jobs

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11
Q

How does Wrong’s view undermine Functionalist Theories of Education (AO3)

A

Argues they have oversocialized view of ppl as mere puppets, wrongly implying they accept everything they’re taught

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12
Q

How does Hargreaves view undermine Functionalist Theories of Education (AO3)

A

education promotes competition and individualism, not shared values.

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13
Q

Why is Davis & Moore idea of Role Allocation invalid?

A

Other factors apart from qualifications, e.g. social contacts, influence labour market.

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14
Q

Why is Parsons idea of Meritocracy a Myth?

A

Class, Gender & Ethnicity all influence educational achievement

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15
Q

How does Discrimination in Education undermine Functionalist Theories of Education (AO3)

A

Schools discriminate vs some groups e.g. black people through institutional racism, prevents them from achieving.

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16
Q

How does Interactionists views undermine Functionalist Theories of Education (AO3)

A

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

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17
Q

How do Marxists criticise Durkheim’s view of Social Solidarity?

A

Not shared values, but values of ruling class

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18
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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19
Q

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

A

> Althusser: (ISA, Reproduction and Legitimation of Inequality)
Bowles and Ginits (Correspondence Principle)
Hidden Curriculum
Willis (ASS)

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20
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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21
Q

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

A
  • Respecting Authority
  • Punctuality
  • Competition
  • Having a ‘work ethic’
22
Q

Explain Althusser’s Ideas of Impact of ISA through Education?

A
  • Schools part of ISA, brainwash WC into accepting exploitation
  • Spreading dominant ideology of capitalism.
  • Thus instilling belief it’s normal to prevent revolution.
23
Q

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

A
  • Money decides how good an education you get, but ppl 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 WC, as kids grow up believing they had fair chance they’re less likely to rebel and create a revolution.
24
Q

How does Education reproduce inequality?

A

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

25
Q

Explain Bowles and Ginits ideas on the Correspondence Principle

A
  • Belief education mirrors workplace in a capitalist society, to prepare WC for manual jobs.
26
Q

Briefly outline 4 Examples of how School corresponds to exploitative nature of the workplace

A
  • Passive subservience of pupils to teachers = Passive subservience of workers to managers.
  • Alienation: Pupils lack control over education = workers lack control over production.
  • Motivation by external rewards (grades not learning) = being motivated by wages not joy of the job
  • Fragmentation
27
Q

Explain the idea of Fragmentation in relation to the Correspondence Principle

A

> Only teach you a little bit of everything at school = 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 vs them.

28
Q

Explain Paul Willis’s Study of the Lads ASS

A

> Consist of students who rebel vs school.

> Develop delinquent attitudes vs academic aims, of a school.

> Desired manual work, believed it was proper work.

> Jobs earholes would get were all same and pointless.

29
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 = status in the group
30
Q

How is Willis Study of the Lads’ attitudes Ironic?

A

Irony is by resisting school’s ideology, ASS guarantees they’ll fail, ending up in manual work, working in favour of capitalism.

31
Q

A03 Marxism Sociologists

A 
> Postmodernist
> Post-Fordism
> Radical Feminism
> McRobbie
> Interactionist
> Giroux
> Floud and Martin
> Saunders
> Morrow and Torres
32
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.

33
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.
34
Q

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

A

Reproduces patriarchy.

35
Q

How does McRobbie undermine Marxist Theories of Education (AO3)

A

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

36
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 vs them

37
Q

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

A
  • Don’t believe WC are passive robots to employers, and accept everything they’re taught
  • So not entirely molded by capitalist system
  • Believes theories e.g. correspondence principle are too deterministic.
  • Existence of ASS, Truancy and Exclusion show hidden curriculum and correspondence principle as failed.
38
Q

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

A
  • Exaggerate effect education system has on WC achievement

- Say Gov policies e.g. comprehensives improved opportunities for WC

39
Q

How does Saunder undermine Marxist Theories of Education (AO3)

A
  • Claim MC educational success due to biological differences.
40
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 NO of trans-students.
41
Q

Outline a Key NR Thinkers and what they advocate?

A

> Chubb and Moe (Voucher System)

42
Q

What 2 things does New Right believe in?

A

Marketisation and Parentocracy

43
Q

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

A

> State can’t meet ppl’s needs.

> Education inevitably ends up as ‘1 size fits all’ not meeting individual and community needs, or need 4 employers to have skilled workers.

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

44
Q

Define Marketisation of Education

A

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

45
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.

46
Q

What are the Benefits of Marketisation of Education?

A

> Skl’s 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.

47
Q

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

A

> Stats show kids from WC 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.

48
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.

49
Q

What is the benefits of the Voucher System?

A

Vouchers skl’s only source of income, incentivising them to provide quality education.

50
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

51
Q

How do Functionalist and New Right views on Education compare?

A

> Believe some ppl are naturally more talented than others

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

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

52
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

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