EDUCATION - T5 - ROLE OF EDUCATION IN SOCIETY
- Created by: missamy11211
- Created on: 05-06-17 14:09
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- ED. T5 - Role of education in society
- Functionalist
- reinforces shared norms and integrates all into singular shared community
- Durkheim: solidarity + skills
- social solidarity: without it people will pursue own selfish desires
- Specialist skills: more able perform harder jobs - education teaches skills needed
- Parsons: meritocracy
- family judge child by particularistic standards
- society judges all to universalistic standard
- in school all judged same - work hard to succeed through own effort - achieved status. Not ascribed
- school prepares us to move from family to wider society - meritocratic principle
- society judges all to universalistic standard
- family judge child by particularistic standards
- Davis and Moore: role allocation
- school matches students to best suited job
- inequality necessary to ensure most talented get best jobs. Big rewards for these jobs leads to competition
- education = proving ground for ability. Sifts and sorts able from unable
- EVAL of perspective
- circular argument - important jobs have high rewards but rewarded because important
- over socialised view - ignores free will. People not puppets and not all accept school values
- Equal opportunity doesn't exist. Class/gender inequality
- Neo-Liberalism and New Right
- competition = necessary to contribute to economy
- The New Right
- state cannot meet needs of all. "one size fits all" approach does not work. Unresponsive = failures = less prosperous workforce = less prosperous economy
- school must become like business to increase standards when schools compete
- state cannot meet needs of all. "one size fits all" approach does not work. Unresponsive = failures = less prosperous workforce = less prosperous economy
- Chubb and Moe: consumer choice
- private school high results because of choice. Answer to consumers (parents). Unlike state run education
- introduce market system to raise standards - parents choose - shape school to needs
- vouchers which parents choose school to invest in. Vouchers being schools source of income forces quality to raise
- Two roles for state:
- publish league tables - give parents informed choice.
- socialise children to one shared culture.
- education should affirm national identity. Teach British history + Christianity.
- EVAL of New Right
- social inequality + bad funding leads to failure
- dominance of M/C - ignores W/C culture
- M/C use economic capital to choose better schools already
- Marxist
- ruling class control state and maintain capitalism.
- Althusser: Ideological state apparatus
- ISA = control through ideas, e.g. media, religion
- RSA = repressive. control through force, e.g. police + physical violence
- education = ISA. performs two functions:
- reproduces class inequality. All generations fail
- legitimises class inequality. persuades workers to accept inequality - will not challenge capitalism
- ISA = control through ideas, e.g. media, religion
- Bowles and Gintis: schooling in Capitalist America
- capitalism requires obedient workforce suited to role of low pay, orders from above
- study of 237 NYC schools: school reproduces this workforce. Creativity = low grades. Obedient = high
- correspondence principle and hidden curriculum: structure of ed. mirrors workplace - teaches hierarchy. Lessons to accept order and work for low rewards
- Myth of meritocracy: B + G: this reproduces inequality. Blame selves for not working hard enough
- justifies M/C success making it seem though they won the universal competition
- Myth of meritocracy: B + G: this reproduces inequality. Blame selves for not working hard enough
- capitalism requires obedient workforce suited to role of low pay, orders from above
- Willis: learning to labour
- W/C can resist capitalism - interactionist approach - focuses on personal meaning of resisting indoctrination
- Lads counter culture: study of 12 W/C boys
- distinct anti sch. subculture - disrupt classes,etc. Reject meritocracy as 'M/C con'.
- Willis: notes similarity of lads culture and manual labourers. Both deem intellectual work inferior.
- Irony of culture resisting schools ideology guaranteeing their unskilled work position. - capitalism requires this
- Willis: notes similarity of lads culture and manual labourers. Both deem intellectual work inferior.
- distinct anti sch. subculture - disrupt classes,etc. Reject meritocracy as 'M/C con'.
- EVAL of Marxism
- Postmodernists - reproduces diversity, not inequality
- Modernists - Marxism ignores class gender ethnic inequality
- Disagrees with one another. B+G - deterministic. Willis - brainwashed students
- Functionalist
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