Role of Education. Functionalist.

A2 OCR sociology module G673 - Sociology of Education. The role of education and functionalist view with evaluation. 

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  • Role of Education. Functionalist.
    • DURKHEIM
      • education passes on GENERAL VALUES though the hidden curriculum - this promotes social solidarity.
        • passes on society's norms and values integrating its members.
      • education passes on specific skills through the formal curriculum.
        • this produces a skilled workforce with the qualifications needed for the world of work.
      • BUT HARGREAVE -   schools do not do enough re-integration so pupils do not have a sense of self-worth or do not feel a sense of belonging so anti school subcultures are formed - WILLIS, FROSH ET AL, ARCHER.
        • also it is not clear that the modern education system transmits shared values and promotes solidarity as there is a fragmentation of culture amd diversity in society.
    • PARSONS
      • school is an agent of secondary socialisation, passing on norms and values.
      • schools act as a bridge between family and the world of work.
        • PARTICULARISTIC STANDARDS TO UNIVERSALISTIC STANDARDS.
        • ASCRIBED STATUS TO ACHIEVED STATUS.
      • schools select individuals for their future roles in society.
      • BUT  those values that are transmitted may be of the ruling class minority rather than society as a whole (marxist point)
    • DAVIS & MOORE
      • Role Allocation. THE EDUCATION SYSTEM SIFTS, SORTS AND GRADES pupils through tests, exams to put them into sets/streams.
        • prepares them for the world of work through allocating them to future roles.
      • those who are hard-working, achievement orientated pupils get best top jobs in society (worked hard)
        • Inequality is inevitable because there is only a limited amount of talent.
      • those with few qualifications and not worked to the same standard get lesser jobs in society (not worked hard).
        • Inequality is inevitable because there is only a limited amount of talent.
      • based on a meritocratic system where every pupil has an equal chance of success and so it is fair in distributing jobs on basis of ability
    • EVALUATION.
      • Functionalist is a too traditional and uncritical view.
      • assumes the education system is meritocratic BUT independent sector and inequalities in state sector are due to SOCIAL CLASS, ETHNICITY AND GENDER which means it is NOT MERITOCRATIC.
  • PARSONS
    • school is an agent of secondary socialisation, passing on norms and values.
    • schools act as a bridge between family and the world of work.
      • PARTICULARISTIC STANDARDS TO UNIVERSALISTIC STANDARDS.
      • ASCRIBED STATUS TO ACHIEVED STATUS.
    • schools select individuals for their future roles in society.
    • BUT  those values that are transmitted may be of the ruling class minority rather than society as a whole (marxist point)
  • DAVIS & MOORE
    • Role Allocation. THE EDUCATION SYSTEM SIFTS, SORTS AND GRADES pupils through tests, exams to put them into sets/streams.
      • prepares them for the world of work through allocating them to future roles.
    • those who are hard-working, achievement orientated pupils get best top jobs in society (worked hard)
      • those with few qualifications and not worked to the same standard get lesser jobs in society (not worked hard).
        • based on a meritocratic system where every pupil has an equal chance of success and so it is fair in distributing jobs on basis of ability

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