Topic 1: Theories of education Flashcards
Durkheim’s 4 Functions of Education
Social Solidarity/ Social cohesion
Society in miniature
Division of Labour
Value consensus
Explain each of Durkhiems functions
Social solidarity/ Social cohesion: Creates a sense of belonging, Society is more important than the individual, shared norms and values
Society in miniature: Children must interact with each other in a fixed set of rules so this prepares students for living in society and following rules
Value consensus: Shared values/understanding of values (right to vote, freedom of expression, PRIDE values, respect + tolerance)
Division of labour:Skills for future occupations, Specialised/ Specific skills, education facilitates this, find out what you like to do (diverse workforce), gives teachers jobs
Evaluation of each of Durkhiems functions of education
Social solidarity/Social cohesion: Not always correct because there is bullying and discrimination in schools- not everyone has solidarity with everyone in school. School creates competition not cooperation with others
Society in minature: Not a main provider for this function (primary socialisation/the media), Marxists would argue that school just sets children up to be subservient in the workforce
Value Consensus: Not everyone in education shares the same values, assumes everyone has the same culture where actually religion or race for example could effect these
Division of labour: Only benefits men (feminism) due to glass ceiling and gender pay gap
Evaluation of Parson’s 4 functions
Role Allocation: Gives an appearance of meritocracy when rather it is nothing but an ideology. (Marx) Makes children believe if they work hard enough they can become rich and powerful which leads them to think that class inequalities are fair. Bowles and Gintis found that IQ played a relatively small part in academic success and that economic success rather greatly depended on class, ethnicity and gender.
Core Values: again myth of meritocracy (there is no equality of opportunity) Marx + Fem- gender pay gap
Bridge the gap: Prepares children to become docile worker drones who have false class consciousness
Secondary socialisation: Transmits ideas of the ruling class (Bowles and Gintis correspondence principle)
Examples of Pierre Bordieu’s capitals
Economic-
High
-Gated property
-Privatised institutions (schools, medical)
-Branded clothes
Low
-Benefits
-PP in school
Cultural-
High
-Theatre
-Eloquent speaking and writing
Low
-Colloquial language
Social-
High
-CEOs
-Oxbrige connections
Low
-Retail
-Cleaners
-Servers
Symbolic-
High
-Dr..
-A Levels
-Masters
-Awards
Low
-No experiences
-No/failed GCSEs
Pierre Bordieu’s capitals
Economic
Cultural
Social
Symbolic
Ball
1981
Participant observation
Marxist
Lower classes are more likely to be placed in lower-performing bands
Teachers have different expectations of these different bands
In mixed-ability classes, labelling still occurred
Ball, Bowe and Gerwitz
1992
Marxist
Sample of 15 schools
Studied the effects of the 1988 education reform acts.
Cream skimming occurs when schools try to attract only the most able students to enrol, benefiting the MC.
League tables benefit MC.
MC can send children to better schools. Some policies have tried to resolve WC under-attainment e.g., pupil premium (eval)
Chubb and Moe
1990
New Right
Parental surveys, statistics, and case studies
State education has failed- no equal opportunity, inefficient human capital produces, not answerable to consumer demand.
Voucher system would force a response to parental wishes.
Real cause of issues is social inequality and inadequate funding. (eval)
Davis and Moore
1945
Functionalist
N/A
For society to function, unequal rewards are a necessity.
Meritocracy works because of competition.
Education sifts and sorts of people into their appropriate roles.
Marxists- wealthy and powerful already have advantages that allow them to compete better.
(eval) Best qualifications ≠ Best jobs.
Althusser
1969
Marxist
N/A
RSA: ‘armed bodies of men which can physically quash dissent and rebellion’. In education it is sanctions.
ISA: influential and manipulative. In education, it is transmitting the dominant ideology to their students.
(eval) The fate of the WC is not determined, and they have the power to change it. Many WC students excel in education.
Bowles and Gintis
1970s
Marxist
N/A
Correspondence principle- schools mirror the workplace.
The hidden curriculum prepares workers. The myth of meritocracy- meritocracy causes students to blame themselves rather than the system.
Education legitimises inequality.
Role allocation is unfair and favours the MC.
‘Long shadows of work’.
(eval) Functionalists agree with skills for employment but believe this serves a positive function. Not all workers aren’t equipped with the necessary skills for the workplace.
Paulo Friere
1968
Marxist
PAR
Pedagogy (teaching and learning) of the oppressed
Recognised social class inequality in school as a social problem.
The solution is collaborative learning rather than teachers doing everything. Education needs to support students’ abilities to criticise otherwise we will follow the cycle of a ‘cog’ in the machine (conformity).
Functionalist eval
Ivan Illich
1970/80s
Marxist
Observational studies and extensive fieldwork
De-schooling Society- abolishing the school system altogether.
Schools are repressive institutions which promote conformity and encourage students to follow positive conformity. Students are taught to accept rules and existing inequalities.
Prevents critical thinking.
Example of de-schooling: Finland schools where there are none that are privatised. (eval) Hardly shows signs of occurring 50 years on. Functionalists believe the school has many necessary teachings that prepare children for society.
Glen Rikowski
2000s
Marxist
N/A
Capitalism will take ‘state-owned’ and state-controlled sectors like education and privatise them.
This would expand exponentially as capitalism developed all over the world (Globalisation).
American companies may control education in the UK for example.
