Studied by 10 people
informal and formal education
informal education continues alongside formal education
students are controlled through the hidden curriculum
education as an agency of socialisation and social control
agency of secondary socialisation
agents of social control
thoughts and behaviours of students are controlled through the hidden curriculum, sanctions and rewards
powerful people control the main agencies in society
children are usually taught about a particular way of the world
the functions of education
functionalist view
marxist view
feminist view
functionalist view
belief that schools contribute to the wellbeing of society by promoting several functions
importance of individual achievement
produces people with the skills and abilities needed for the economy
belief that schools contribute to the wellbeing of society by promoting several functions - functionalist view
pass on generational norms and values
continue process of socialisation
sense of belonging
examples of the sense of belonging
singing the national anthem
seeing the national flag around school
learning patriotic slogans
being taught lessons about society, history and culture
importance of individual achievement - functionalist view
students are judged mainly by what they achieve at school
enable children to be judged by universal standards essential for a modern industrial economy
produces people with the skills and abilities needed for the economy - functionalist view
sifting and sorting
allocation of roles after school
decided through assessments
system produces right number of people for each job
fair system = equal opportunity of success
criticisms of the functionalist view
no set of shared values to be passed on (varying ideologies)
no strong connection between school and work (application of studies in real life situations)
people are selected for jobs not by ability but by CGE
marxist view
see the common value system as the ideology of the ruling class
suffer from false consciousness
hidden curriculum
socialisation into a common value system is different based on class because the working class and ruling class students study in different school
see the common value system as the ideology of the ruling class - marxist view
working class people are indoctrinated
working class children are taught a set of values making them good workers for the capitalist system
willing to accept inadequate wages and not question a superior
suffer from false consciousness - marxist view
unaware of how they are being used
sense of sharing a culture persuades people to work hard and give their lives in wars for the country when it's for the ruling class in reality
hidden curriculum - marxist view
children learn in schools to be punctual and do as told in preparation for work
socialisation into a common value system is different based on class because the working class and ruling class students study in different school - marxist view
easy to gain access to top universities from private schools
bourgeoisie are taught they are superior to the working class
ruling class can ensure their children stay at the top and inherit wealth
schools taking selected students from less privileged backgrounds = recruit brightest working class to ruling class
feminist view
belief that school reinforces the idea of male superiority to boys and girls
education and schooling prioritised by gender as boys are favoured and content varies on that basis
education and schooling prioritised by gender as boys are favoured and content varies on that basis - feminist view
girls are taught different courses catering to traditional female roles
girls may be discouraged from pursuing harder courses (STEM)
teachers expect more from boys
senior staff in school is often male
the relationship between education and social mobility
functionalists
marxists
functionalists
believe education permits social mobility
based on equality of opportunity
belief in a merocratic system where background is irrelevant
upward and downward mobility based on merit
challenged idea of meritocracy
CGE play a bigger part than ability in children's achievements
schools reproduce ascribed inequalities
upward mobility is only possible when there are new positions in the profession to be filled
little downward mobility
marxists
believe that the capitalist system recruited most able and made the system stronger
reject that the system is meritocratic
middle and upper class parents can provide advantages for their children: independent schooling, private tutors, access to books, etc.
mobility taked away from the working class
different types of schools
state schools
private schools
single sex schools
faith schools
categorisation of schools
age
responsibility of the school
age
primary schools
pre-school
secondary schools
tertiary education (HE)
responsibility of the school
state schools
private schools
state schools
run directly or indirectly by the government
funded by taxation
private schools
not run by government
funded by tuition fees paid by students
free from restrictions
mainly for children whose parents can afford to pay for their children
public schools
small group of expensive and prestigious private schools
long established
traditionally teaches children of wealth
guaranteed access to highly paid careers
argument FOR private schools
smaller class sizes
better resources and facilities
parents can spend money however they want and and can spend it on a better education
parents still pay taxes to fund state schools
students are more likely to succeed
argument AGAINST private schools
unfair to those who can't afford these schools as the wealthy can just buy better education
private schools are charities so attract subsidies and benefits despite educating a minor wealth
spend four times as much a year on a student than state schools do and the money could be used to improve education for all
play an important role in ensuring no downward mobility occurs
public schools - case study
eton
faith schools (parochial schools)
religious schools
partly selective as they prioritise children who share the same faith
often have distinctive ethos
mainly part of the state system and run by main churches
comprehensive schools
cater to all those in an area
based on the idea that all children should be given the chance to succeed
replaced the tripartite system
tripartite system
existed alongside independent schools
based on the assumption that children could be classified on their ability
grammar schools, technical schools, secondary modern schools
grammar schools
for 'academic children'
mainly middle-class
technical schools
technical education for manual labour
secondary modern schools
basic education with few opportunities to take exams
comprehensive schools have been replaced by
specialist schools
academies
free schools
specialist schools
secondary schools that specialise in subjects
academies
begun by businesses and sponsors
funded by government
free schools
directly funded by the government
argument FOR comprehensives
allow equal opportunity
strong community spirit
children aren't labelled as failures at a young age
fewer pupils leave without any qualifications
benefits working class pupils
argument AGAINST comprehensives
bring down standards
not diverse because the living area had a certain class
large and impersonal with discipline problems
streaming and setting for pupils with different abilities
haven't been able to take all students in the area because of private schools and tripartite system
increased competition between schools
schools try to select most able pupils to score highest in national tests rather than those with difficult and expensive learning needs
increased competition between schools - supporters
forces schools to improve
better results
freedom of choice
increased competition between schools - opponents
unequal freedom of choice
privilege
class disparity affecting education
