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COMPULSORY EDUCATION FOR ALL
ea
or
up
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s
y
to
r
wi
up
th
cit…read more

Slide 3

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FUNCTIONALIST APPROACH
Functionalists believe that education provides three main
functions:
Socialisation ­ After Skills provision ­ Role allocation ­ By
the family, education Teaches people the way of Meritocracy it
serves to provide skills they need to sifts through the
secondary enter the modern different talents to
socialisation. It industrial society. assign occupational
passes on the Norms futures to match.
and Values of society.…read more

Slide 4

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*Ideological State Apparatus
dieu (1977) Neo-Marxists ­ Althusser
Karl Marx
· Transmission of common values is a
Education ensures:
falsehood.
bolic violence' WC cultural
· Education is
capital devalues · The reproduction of class inequalit
individuality.
cted by the education system. in a capitalist society.
· It is a ISA* set to maintain, legitimate and
designed and
is because the system is reproduce inequalities · Justifies inequalities by meritocrac
lemented by the MC.
MARXIST APPROACH…read more

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CORRESPONDENCE THEORY
Bowles and Gintis (1976) argued that education was
an apparatus to duplicate industrial work
environment:
Teacher = Bosses
Pupils = Workers
Wages = Exam success = rewards
Higher Education = Promotion (more
responsibilities as you climb the ranks)…read more

Slide 6

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CONTINUATION OF
CORRESPONDENCE THEORY
Successes are not always measured by
ability.
Fitting in and conforming can be the key
thing to success in the education system.
Criticisms of Bowles and Gintis:
Reynolds (1984) Brown (1997)
· The curriculum doesn't · Employers are unimpressed
teach the skills needed to by the lack of skills shown
become workers. by school leaver and
· Applied knowledge subjects graduates.
don't suggest · Practical skills are not
correspondence. taught at school. Employers
value experience above
academics mainly.…read more

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