The roles of education JPO
- Created by: mrpoulin
- Created on: 08-02-17 18:55
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- Roles of education
- Functionalist perspective
- Durkheim (1903)
- Social solidarity: education shares beliefs and values to give a sense of community
- Specialist skills: education teaches the specialist knowledge and skills to be part to the social division of labour
- AO3: education does not teach specialised skills adequately
- Parsons (1961)
- Meritocracy: everyone is given an equal opportunity
- Schools as the 'focal socialising agency' acting as a bridge between family and the wider society
- Child's status is ascribed in family; status is achieved in education
- Davis and Moore (1945)
- Role allocation: selecting and allocating pupils to their future work roles
- Blau and Duncan (1978): economy depends on using its workers' skills (human capital) enabled by meritocratic education
- Education 'sifts and sorts' according to our ability
- Argue inequality is necessary to ensure that the most important roles are filled by the most talented people
- AO3: Tumin (1953) criticises Davis and Moore for putting forward a circular argument (important job highly rewarded)
- Role allocation: selecting and allocating pupils to their future work roles
- Durkheim (1903)
- Neoliberalism and New Right perspective
- New Right
- AO3: Similarities with functionalists
- Some people are naturally more talented than others
- Favour an education run on meritocratic principles of open competition
- Education should socialise pupils into shared values such as competition
- Education should instil a sense of national identity
- AO3: Unlike functionalists, NR believes that current education system is failing, because it is run by the state
- 'Education market' instead of 'one size fits all' education
- AO3: Similarities with functionalists
- Chubb and Moe (1990)
- Consumer choice
- Parent survey and case studies of 'failing' schools apparently being 'turned around'
- AO3: GRAVE
- Voucher to spend on desired school
- Parent survey and case studies of 'failing' schools apparently being 'turned around'
- Consumer choice
- Neoliberalism
- Economic doctrine that believes the state must not dictate how to dispose of their own property
- Governments should encourage competition, privatise state-run businesses and deregulate markets
- New Right
- Marxist perspective
- Althusser (1971)
- Repressive state apparatuses (RSAs)
- Police, courts, army
- Ideological state apparatuses (ISAs)
- Religion, media and education
- Education reproduces class inequality
- Education legitimates (justifies) class inequality by producing ideologies that disguise its true cause
- Repressive state apparatuses (RSAs)
- Bowles and Gintis (1976)
- Education reproduces an obedient workforce that will accept inequality as inevitable
- Studied 237 NY high schools students using questionnaires
- AO3: GRAVE
- Studied 237 NY high schools students using questionnaires
- Correspondence principle and hidden curriculum
- Myth of meritocracy
- Education reproduces an obedient workforce that will accept inequality as inevitable
- Willis (1977)
- 12 WC 'lads' rejecting school's ideology
- PO and unstructured interviews
- AO3: GRAVE
- AO3: GRAVE
- PO and unstructured interviews
- 12 WC 'lads' rejecting school's ideology
- Althusser (1971)
- Functionalist perspective
- AO3: ample evidence of unequal opportunity in education (eg. class, gender, ethnicity differences)
- AO3: Marxists disagree that education is a process that instils the shared values of society as a whole; in capitalist society, it only transmits the ideology of the ruling class
- AO3: interactionist Wrong (1961) argues that functionalists have an 'over-socialised view'; functionalists wrongly imply that pupils passively accept all they are taught and never reject the school's values.
- Examples: Willis and 'the lads', Jackson and 'the ladettes', Fuller's Y11 Black girls
- AO3: Neoliberals and New Right argue that the state education system fails to prepare young people adequately for work
- Two roles for the state (NR)
- State imposes a framework on schools within which the have to compete
- Ofsted inspections
- League tables
- State ensures that schools transmit a shared culture
- National Curriculum
- State imposes a framework on schools within which the have to compete
- AO3: postmodernists argue that education now reproduces diversity, not inequality
- AO3: deterministic vie of Bowles and Gintis failsto explain why many pupils reject the school's values
- AO3: Willis combines Marxist and interactionist and rejects that school 'brainwashes' students
- AO3: critics argue that Willis' account of the 'lads' romanticises them
- AO3: critical modernists such as Morrow and Torres (1998) criticise Marxists to ignoring other inequality such as gender or ethnicity
- AO3: MacDonald (1980): ignores education reproduce patriarchy
- Connoly (1998), Sewell, Evans, Mac an Ghaill all studied other forms of inequality
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