Perpectives of Education

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  • Perpectives of Education
    • Functionalists
      • Durkheim
        • Social Solidarity
          • A sense of belonging within society
          • Education is society in miniature
        • Specialist skills
          • Needed for performing your role within society
      • Parsons
        • Meritocracy
          • Everyone has an equal chance of achieving through hard work
        • Schools prepare us for wide society
        • Society judges us by universal standards
      • Davis and Moore
        • allocating pupils based of their abilities
        • More intelligant people= most important jobs
          • Role allocation is necessary to find the best
      • Blau and Duncan
        • Modern ecomony depends on human capital
          • Meritocractic system does this best
      • Evaluation
        • Tumin critises Davis and Moore for putting forward a circular arguement
        • Equal opportunity in education does not exists
        • Wrong - this view is over-socialised and we're mere puppets of society
        • New Right argue state education is inadequate
        • Marxists argues education transmits the ideology of the minority
    • Marxists
      • Althusser
        • 2 Elements which keep the bourgeoisie in power
          • Repressive state apparatuses
            • Force or threat of it
              • Army, police and courts
          • Ideological state apparatuses
            • Controlling people's ideas, values and beliefs
              • Religion, mass media and the education system
            • ISA performs 2 functions
              • Education reproduces class inequality
              • Education legitimates class inequality by producing ideology
      • Bowles and Gintis
        • Education reproduces an obediant workforce
        • Hidden Curriculum
          • Not formally taught but throughout the everyday workings of school
            • Obediance
            • Accept authority figures
        • Correspondece theory
          • Parallels between school and workplace
        • Meritocracy is a myth
          • Some people start higher up the ladder
            • Based on social class
      • Wiilis: Learning to labour
        • Studied 12 'lads'
        • Making transition between work and school
        • Rebelled against school values
        • Got a job through hard work
        • Unable to generalise findings
      • Evaluation
        • Morrow and Torres criticise for taking an 'class first' approac- other factors matters
        • Ignores patriarchy-feminists
        • Willis study ignores females
        • Post-fordism economy requires a different kind of workforce today
        • Assumes pupils have no free will and accepts school values
        • Willis portrays the 'lads as working class heros

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