EDUCATION -Paper 1

Funtionalists

look for positive benefits and functions education performs for all societies

DURKHEIM- organic analogy

each institutions like an organ if not working,society’s not able to function well

functionalists view of education

main role is transmission of n+v of society, institution is apart of social order of society

DURKHEIM- social solidarity

teaching history helps learn about society and develop commitment to collective values. Education teaches specific skills required in industrial society

PARSONS- meritocracy

individuals succeed based on abilities and efforts, not ascribed status.Hard work equals achieved status, emphasizing equal opportunity in education.

paticularistic standards

children treated as individuals and judged to standards by parents

universalistic standards

people judged to same standards which apply equally to everyone else

DAVIS AND MORE- role allocation

Education sifts and sorts people based on abilities, most-able gain high qualifications and functionally important jobs

functionally important jobs are

more highly rewarding, motivating talented to work hard to achieve

school preps for future

where individuals will have to get on with others and adhere to rules in society whislt gaining necessary skills for social division of labour

CRITICISMS of functionalism

M&F- fail to recognise inequalities in society. B&G- system disguises fact theres not equality of oppurtunity. Educational status doesnt necessarily lead to job status

marxist view of education

system supports capitalism however should live in a communist society to make everything fair and equal

MARX- social class inequality

society is unequal due to the wage distribution between r/c and w/c. Only way to bring equality into society is through communism

communism

everything gov’ owned and everyone equally paid to make society classless

ALTHUSSER- Ideological state apparatus

reproduces class inequality/ justifies it. Gov’ and teachers control masses by injecting ideas onto children, making them unaware of exploitation and easier to control as adults.

BOWLES AND GINTIS- correspondence principle

Education mirrors workplace, school prepares us to be passive and obedient in workforce ( punctuality, dress code, conformity)

BOWLES AND GINTIS- hidden curriculum

lessons taught in school, without directly being taught. Hierarchy, alienation, competition through students lack of control

schools precisely reward personality traits

that make-up a submissive, compliant worker

1944 education act

compulsory state education till 14. introduced tri-partite system

tri-partite system schools

grammar, secondary modern and technical

11+ IQ exam

fair and scientific way to measure ability and raise educational standards/ skills

aim of 1944 education act

abolish inequalities in state education

2 strengths of 1944 education act

upward social mobility for w/c and higher quality education

2 criticisms of 1944 education act

secondary and technical labelled failures and 11+ written in elaborate code, excluding w/c and ethnic which speak in restricted code

1965 comprehensive education act

abolished 11+ to breakdown class barriers so that all are educated at same level with more equal oppurtunity

demand for 1965 comprehensive education act

as tri-partite system hadnt succeeded in equality of oppurtunity