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

Role and Function of the Education System - 3.1 Flashcards

1
Q

General Functionalist View

A

> +ve = VC, SS, teaches key norms & values

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2
Q

Functionalism & Education (KS)

A

> Durkheim (Socialisation & SS)
Parsons (UV & PV & Meritocracy)
Davis & Moore (Role Allocation)
Blau & Duncan (Human Capital)

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3
Q

Durkheim (Socialisation & SS)

A

> Edu = society in miniature learn specialist skills 4 workplace

> SS e.g. PSHE instill shared heritage/commitment 2 social group - ethnocentric

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4
Q

Parsons (UV & PV & Meritocracy)

A

> Skl bridge v family (PV) & wider society (UV)

> Meritocratic = social mobility, all w/= chance

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5
Q

Davis & Moore (Role Allocation)

A

> Sieve analogy e.g. + capable students, allocated 2 jobs based on qualifications

> ≠ needed 2 motivate hard work - social contacts e.g. old boys network

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6
Q

Blau & Duncan (Human Capital)

A

> Skills. talents, creativity, making us eco asset to society

> Allow flexible wrkforce & puts in job, best suited 2 maximises talents /productivity.

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7
Q

A03 Functionalism (KS)

A

> Wong (Interactionist)
Hargreaves
Interactionists

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8
Q

Wong (A03 Functionalism) (KS)

A

> Not all ppl puppets, accept everything taught e.g. rebel

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9
Q

Hargreaves (A03 Functionalism) (KS)

A

> Individualism > shared values

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10
Q

General Marxist view

A

> Reproduces/legitimates ≠ - works in interest of capitalism

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11
Q

Marxist (KS)

A

> Althusser (ISA, Reproduction/Legitimization of ≠)

> Bowles & Ginits (Correspondence Principle)

> Hidden Curriculum

> Willis (ASS)

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12
Q

Hidden Curriculum

A

> Unwritten rules, values/ behaviour expected 2 conform 2

> e.g. work ethic, competition - but not really hidden

>

  • skl ethos e.g. emphasis on academic success e.g. grammar
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13
Q

Althusser (ISA & Legitimization of Inequality)

A

> Skl, brainwash us 2 accept exploitation - spreads dominant belief of capitalism

> e.g. myth of meritocracy > failure own fault > system fair

> Controls WC > feel had fair chance - likely 2 rebel
= revolution

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14
Q

Reproduction of Inequality

A

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

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15
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.
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16
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
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17
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.

18
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.

19
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
20
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.

21
Q

A03 Marxism Sociologists

A 
> Postmodernist
> Post-Fordism
> Radical Feminism
> McRobbie
> Interactionist
> Giroux
> Floud and Martin
> Saunders
> Morrow and Torres
22
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.

23
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.
24
Q

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

A

Reproduces patriarchy.

25
Q

How does McRobbie undermine Marxist Theories of Education (AO3)

A

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

26
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

27
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.
28
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

29
Q

How does Saunder undermine Marxist Theories of Education (AO3)

A
  • Claim MC educational success due to biological differences.
30
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.
31
Q

Outline a Key NR Thinkers and what they advocate?

A

> Chubb and Moe (Voucher System)

32
Q

What 2 things does New Right believe in?

A

Marketisation and Parentocracy

33
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.

34
Q

Define Marketisation of Education

A

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

35
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.

36
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.

37
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.

38
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.

39
Q

What is the benefits of the Voucher System?

A

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

40
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

41
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.

42
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 Alevel (33 decks)

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