Role and purpose od education

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  • Created by: Lily
  • Created on: 13-04-22 11:52
CONSENSUS
Functionalism - Education 3 functions
- Secondary socialisation - pass on core values
- Sifts and sorts into appropriate jobs (allocation)
- Teaches skills needed in work and by the economy.
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CONSENSUS
Functionalism - Durkheim
Pass on norms and values integrate into society, creates social order based on cohesion and social order = social solidarity.
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CONSENSUS
Functionalism - Parsons
Bridge between family and society - focal socialising agency.
Home = individuals - particularistic standards.
School = learn through meritocratic (talent and effort not class) system all treated same - universalistic standards.
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CONSENSUS
Functionalism - Davis and Moore
Role allocation - prepares people for future roles and appropriate roles.
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CONSENSUS
Functionalism - Criticisms
- Myth of meritocracy - Bowles and Gintis, who you know not what you know.
- Doesn't prepare for work, lack fo engineer graduates - not producing what economy needs.
- Doesn't explain conflict - too positive ignores interactions/ inequalities in school.
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CONSENSUS
New Right - Ideas
- Education should be ran like a business - choice as improve standards.
- State schools don't compete for consumers = poor standards want an education market.
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CONSENSUS
New Right - Chubb and Moe
Voucher system - buy education from school of their choice - marketisation helps improve standards and efficiency.
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CONSENSUS
New Right - criticisms
- Fail to acknowledge when choice is introduced, not all students are able to utilise the choices available.
- Low standards is due to social inequality and inadequate funding not the state control.
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CONFLICT
Marxism - Ideas
- Prepares children for world fo work and gives them skills and values employer needs.
- Supports capitalism ensure w/c prepared for repetitive labour; m/c aspire to uni. (legitimises inequality and pass on ruling class ideology).
- Challenge consensus -
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CONFLICT
Marxism - Bowles and Ginitis
- Correspondence principle - prepared for world of work: hierarchies, rewards (grades/pay) for boring work, follow rules - rewards.
- Hidden curriculum - prepare for work.
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CONFLICT
Marxism (Neo) - Althusser
- Passes on capitalist ideology, ISA - pass on beliefs that society is fair, legitimises inequality, provides obedient workforce.
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CONFLICT
Marxism - Bourdieu
- M/c advantaged as they have cultural capital, set of ideas and interests which aid them.
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CONFLICT
Marxism - Willis
- Doesn't make an obedient workforce, anti-school subcultures - mess around.
- 12 lads
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CONFLICT
Marxism - Criticisms
- Postmdoernists - morrow and Torres see non class inequalities as equally important, must consider all aspects.
- Feminists - ignore how schools reproduce patriarchy.
- Willis romanticises the lads see them as heroes despite behaviour and unrepresentativ
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Postmodernism
- Criticise marxist and functionalists.
- reflects individualism in policies that reflect individual learning programmes each styles of learning.
- Breakdown of one type fits all.
- faith school and specialist schools - customised to represent community p
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Other cards in this set

Card 2

Front

Pass on norms and values integrate into society, creates social order based on cohesion and social order = social solidarity.

Back

CONSENSUS
Functionalism - Durkheim

Card 3

Front

Bridge between family and society - focal socialising agency.
Home = individuals - particularistic standards.
School = learn through meritocratic (talent and effort not class) system all treated same - universalistic standards.

Back

Preview of the back of card 3

Card 4

Front

Role allocation - prepares people for future roles and appropriate roles.

Back

Preview of the back of card 4

Card 5

Front

- Myth of meritocracy - Bowles and Gintis, who you know not what you know.
- Doesn't prepare for work, lack fo engineer graduates - not producing what economy needs.
- Doesn't explain conflict - too positive ignores interactions/ inequalities in school.

Back

Preview of the back of card 5
View more cards

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