Theories Of Education Flashcards
Durkheim- Social solidarity
-Schools pass down society’s norms + values from the old to young. History lessons teach us to respect our shared heritage and take part in wider society. Sanctions help children about the boundaries of acceptable behaviour which maintains social order.
For example, uniforms help to keep children looking the same way and prepare them four uniforms in the workforce.
This is criticised because school promotes social solidarity as it assumes ‘shared norms’ belong to wider society as a whole. No acknowledgement that norms could be those of a ruling elite.
Parsons- the focal socialising agency
-Schools are a bridge between family and wider society (children would struggle without it) schools are meritocratic (we pass/fail depending on how hard they work. Regardless of their background. Schools teach us about ‘universalist in standards’ +achieved status. Rather then the particularistic standards’ of the family- where we have ascribed status.
For example, children are given rewards based on students effort. This shows schools based on their work.
This is criticised as how can we claim schools are meritocratic when certain groups of children consistently fail in education, e.g. white w/c male.
Durkheim- specialist skills
-People must be taught how to fulfil a role within the economy so they accept the value consensus and play a part in society. To do this schools must provide specialist skills needed by the industry. This then gives individuals a route to paid work and financial independence+business a constant supply of new labour
For example vocational education + training (VST) involves work related study provides students with the skills they need to perform their role in the division of labour and meet societies economic needs. This shows school teach students specialist skills needed by industry.
Feminists claim this leads to gendered careers. This is because many of the V.E.T choices are along gender lines. Therefore the vast majority of students choose construction courses are male while girls dominate hair and beauty
Davies + Moore - Role allocation
Argues that some failure in education is functional as it allows schools to allocate students with a suitable provision. The academically able will be provided with higher status/academic routes. Those not academically capable will be given practical courses more suited to manual/low status labour. This is functional for students as they receive provision suited to their abilities +functional for society as high+low status roles are filled.
For example, there are more practical options for students such as apprenticeships which fulfil more manual jobs.
Marxists would argue that this channels w/c students into w/c jobs. Bernstein would argue that this is because w/c children fail in education due to cultural deprivation.
Chubb + Moe: Consumer choice
-Looked at achievement of 60k state and private schools. Concluded private schools do better because they have to answer their customers. Argued that making state schools takes more notice of their customers would improve standards. If consumers were in control schools would be more suited to families needs as well as employer needs. They suggest a marketise system where schools have to compete against each other. Should give families vouchers to spend at schools of their choice which would force schools to improve what they sell.
For example, parent who work may look for wrap around care, this would make schools more likely to provide it as parents will give them the money.
Low standards of achievement could be down to factors other then a lack of competition. The factors may be external e.g lack of care from parents.
Althusser- Education as an ideological state/apparatus
-Controls the way w/c think by passing on the r/c ideology e.g capitalism is fair) meritocracy is a myth that has to be constantly reinforced in schools so that class inequalities are justified. It creates the “false consciousness that capitalism is fair)
For example, the w/c tend to do worse in education and the r/c do well. This leads teh w/c to lower paid jobs but it seems fair.
This criticised as record numbers of w/c students are going to uni. This shows that not all w/c fail
Bowles + Gintis- correspondence principle and hidden curriculum
The R/C manipulate the W.C in education to produce an obedient work force. Done through the correspondence principle (idea that there is a connection between the way children are treated in school ,workforce and the hidden curriculum is used to teach children how they should act.
For example school teaches c hildren that they have less power then teachers. This is said to teach children that they should always listen to superiors and getting them used to doing as they are told with no argument.
Functionalists insist that high standards of behaviour are required in school to ensure that young people grow into functioning adults rather then to manipulate them
Willis- Learning to labour
Observed in class unstructured interviews+diaries to research 12 w/c lads in their last year at school and first few months of work. The lads formed their friendship group which had counter school culture. He claimed that they saw past the myth of meritocracy and released they were destined for the Same as their parents. He concluded w/c students don’t just fail because of how the education system is setup. (Actively choose to fail)
For example, students may decide they want to fail and take the same w/c job that their parents had because they fail to believe. They can succeed in education. This has no impact from the education system.
Willis is criticised as he generalised his results from a small sample and ignored the experience of girls and w/c students who achieve well
Policy- tripartite system
Children sent to one of 3 schools based on their academic abilities, based ont he 11+ Exam.
*Grammar schools- academic curriculum giving access to higher education
*Secondary modern schools- non academic, based on practical skills led to manual work.
*Technical schools- practical skills, but few of these were built.
AO2
Based on idea of meritocracy and role allocation, gives studentss roles in the economy suited to their strengths
AO3
*reporodiuces inequality because mainly middle class want to grammar
*Legitimises inequality because it’s based on the idea that ability is set at a young age.
*Leads to sfp because children are given the label of failure which can effect self esteem.
Policy- the comprehensive system
Individual local authorities (lEAS) got the choice to remove the 11+ and tripartite system and instead have comprehensive schools that are controlled by their leas:
*Teachers pay and conditions
*Curriculum
*Students allocated by catchment area
AO2
Aim was so children of different social class and ethnicities would attend the same school which promotes integration adn social solidarity]. More meritocratic as gives longer to develop skills and abilities
AO3
Reproduces inequality as we are more likely to be labelled and in lower sets
Instead of integration, students form subcultures around class or ethnicity
*richer parents benefit from selection by mortgage.
Anthony Elliot- Reinvention
[Postmodernist]
*Elliot describes a ‘reinvention society’ meaning that globalisation has created a global economy requiring constant innovation and change.
*postmodernists believe that school should respond to this society by teaching skills, rather then knowledge
AO2
*XP school is a secondary school which bases its practises on the high tech high `(usa)
*Rather then being taught separate subjects in different classes XP students complete cross subject expeditions
AO3
*Criticised for undervaluing knowledge and discipline
*Some argue focusing on skills instead of knowledge doesn’t prepare children for the real word effectively.
How school shapes gender identity
*Verbal abuse- girls and boys who dont conform to gender stereotypes are subject to homophobic abuse.
-Peer groups- some claim that boys and girls ‘police’ themselves encouraging macho culture in boys and sexualised identity in girls.
-teacher discipline- teachers reinforce gender identity by telling off boys for ‘behaving like girls’ or ignoring boys verbal abuse of girls.
-Male gaze (mac and grail) refer to how male students and teachers look girls up and down, making judgement on their appearance
*Double standards- boys boast about sexual exploits while girls are slut shamed (reinforces male power over women)
AO3
*Some argue that gender stereotypes in school are being broken down
*Some argue that gender identity is more influenced by wider society and biological influences rather then school
Gender subject choice
Early socialisation- girls and boys are socialised differently (toys and clothes)
Bedroom culture leads to interest in communication,street culture leads boys to be active and encouraged to take initiative.
Gender subject images0 some subjects are assumed to exist in the male or female gender domains.
More teachers that teach health and social care are female and may have a teaching style that puts off boys.
Peer pressure- students can ‘self police’ each other and respond negatively when students choose subjects out of their gender domain.
Gendered- career opportunities- some courses are linked with specific careers that are associated with male or female.
AO3
Neglects the idea that girls and boys have free will. Preferences could be influenced by difference in biology:
Male preference for problem solving, female for communication
Critical race theory
[Ethnocentric curriculum]
The idea that western society is built on racist ideology and that all institutions are institutionally racist.
An ethnocentric curriculum is one that focuses on the viewpoint of one particular ethnic group, disregarding those of others some argue UK schools do this by
-Teaching mainly British history,art,music etc.
-Dress codes that clash with other cultures dress codes
-Holidays established around Christian festivals
AO3
*Indian/chinese overachievement and white w/c underachievement
*some argue education should integrate students into a common culture.
