Functionalism and Education

What is Social Solidarity?

Social Solidarity is the idea that all members of society feel together as a part of something bigger.

Social Solidarity Durkheim.

• AO1 - Durkheim believes that education socialises people and teaches them shared norms and values, thus maintaining social solidarity.

• AO2- Education serves to unify individuals by instilling common beliefs and practices, thereby fostering a sense of belonging and collective identity within society. Schools help maintain social solidarity through assemblies, homework, uniform, attendance, etc.

• Durkheim argued that education is essential for creating shared values and norms, which bind individuals together in a cohesive society.

• Application- Assemblies are in shared spaces in which community is promoted through its topic choice. (e.g. Remembrance ceremonies, sports awards, etc.). Different age/ year groups come together.

• AO3- Marxists would, however, argue that schools are ideologically driven, indoctrinating students into passive acceptance of rules. Assemblies provide a false consciousness.

What does Parsons suggest about schools and education?

Parson believes that schools and education is the bridge between the family and wider society.

What kind of standards does school teach?

Universal standards.

What kind of standards does the home teach us?

Particularistic standards.

What are particular and univesal standards?

Particularistic standards are specific to family and cultural contexts, while universal standards are the criteria applied equally to everyone in society, promoting equality and integration.

Particular= Individual

Universal= Collective

What is meritocracy ?

A system where social advancement is based on individual talent, effort and achievements rather than social class, wealth or other external factors.

The bridge theory/ Meritocracy- Parsons

• AO1 - Parsons believes that school is the bridge between the family and wider society.

• Home teaches individuals particularistic standards, but school teaches universalistic standards to prepare individuals to enter the world of work.

• AO2- The family helps to fix status; their future roles are determined by how hard they work at school. Education is meritocratic.

• AO3- However not all students have an equal chance at succeeding at school, consider; parental involvement, disability, social class, gender, catchment areas etc.

What do Marxists think of meritocracy?

Marxists believe meritocracy is a myth.

Specialised skills- Parsons

• AO1- Parsons also argues that schools teach us skills which are required for a specific future occupation so that we can play our specific role in society to maintain a consensus.

• AO2- For example, to become a nurse in school there are subjects such as;

• Maths- Reading dosages

• English- Communication skills

• Health and social care- Employee required knowledge and characteristics.

• AO3- Skills are still required beyond GSCE’s to “do” these jobs. E.g., training courses, degrees etc.

Role allocation- Davis and Moore

• AO1- Education shows us who the best people are for the best jobs and roles in society by sifting the higher achievers to the top.

• AO2- Schools allocate students via;

  • Awards and certificates

  • The exam system- designed to encourage competition, individual achievement and hard work.

• AO3- Marxists and feminists argue that we aren’t all given the same opportunity to succeed. Middle/ upper, white, middle-aged men dominate powerful jobs/ roles in society.

Evaluation of the Functionalist approach

• The new right supports the ideas of functionalists and believes that meritocracy makes people responsible for their own achievements.

• It helps people to work hard, reducing the burden on the state and unemployment benefit.

• Recognises how education prepares individuals for adult roles in a complex economy.

• High positive aspects of education.

• Rose tinted arguments ignore the inequalities which happen in education which can be negative for some groups with racism, sexism and middle class bias.

• Bowles and Giants argue that education reproduces class inequality.

• The idea of meritocracy is an “ideological myth”- success often depends on class background, not ability.

• The hidden curriculum promotes obedience, not creativity and fairness.

• Feminists (Hetson and Lawson) argue education reinforces gender roles. Curriculum content, teacher expectations, and school structures often reflect patriarchal ideology.