Slides in this set
(F) DURKHEIM-SOLIDARITY AND SKILLS (F) PARSONS-MERITOCRACY
Creating social solidarity. · School prepares us to move from the
· Education creates solidarity by transmitting the
family into the wider society-due to
society culture (shared norms & beliefs).
· E.g. teaching history to gain a sense of meritocracy.
heritage. · Within family the child is judged by
· Schools=miniature society-prepares us for the `particularistic standards'-rules that
wider society-this creates social solidarity.
Teaching specialist skills:
apply only to that child.
· There is a complex division of labour within · In school and wider society they are
industry (more than one person is needed to judged by `universalistic standards'.
produce an item-different specialities) · This prepares children for the wider
· Educations teaches the skills needed to take
part in the social division of labour.
society-maintains social solidarity.
(F) DAVIS & MOORE- ROLE ALLOCATION (F) STRENGTHS AND WEAKNESSES
· Positions within society require
different talents to ensure society
functions efficiently. Strengths: Weaknesses:
· Society is meritocratic. · Some people may
· The most able students=most · Highlights importance not have equal
of role allocation. chance
demanding jobs. · Durkheim believes (background,
· The education system help they teach specialist
skills and make them ·
allocate those with high ability to feel they belong talents may be
the highest paid most demanding
THE NEW RIGHT (NR) CHUBB & MOE
· They examined 60,000 students performances
and linked them to the schools they attended.
· Support functionalists · Correlation was found between success and the
· They developed due to policies resulting in too degree of financial independence.
much welfare dependency-high cost for the state. · Market system increases standards (e.g turning
· Programmes such as league tables, Ofsted, schools into academies)
national curriculum, vocational education and AO2-Weaknesses of market system:
greater parental choice=better teaching and · Students aren't seen as individuals.
standards=reduced level of welfare dependency. · Only level of ability is seen-no meritocracy. LC
· Good schools will survive. Poor schools will go pupils won't get into good schools and won't get
under. equal opportunities, despite ability levels.
· They favour marketisiation, as competition · MC parents have the money to support their
increases efficiency of schools. children, unlike LC parents.
· Improves economic efficiency of the country. · Do parents always have the correct