Topic 1 - The role and functions of the education system.

Parsons

• Argues that education is meritocratic, and all pupils have an EQUAL chance to succeed through TALENT and ABILITIES irrespective of CLASS, GENDER, ETHNICITY etc.

• Argues that the education system is an agent of socialisation acting as a BRIDGE between FAMILY and society, helping to integrate individuals into the wider community.

Evaluation of Parsons

• Marxists argue that the education system transmits the values that benefit the dominant groups in society, REPRODUCING SOCIAL CLASS INEQUALITIES.

• Some feminists question whether the education system is based on meritocracy and whether it provides equal opportunities.

• Critics question how far role allocation is effective or meritocratic. People with best qualifications do not always get the top jobs

Particularistic Values

• norms and values that apply to individuals on their relationships within a family or community - ascribed status.

Universalistic Values

• rules and values that are applied EQUALLY to all members of society, that are ACHIEVED e.g. degree holder, teacher, doctor.

What does Parsons say about Universalistic Values ?

• argues that in the educational system, universalistic values are applied. Everyone is judged by the same standards e.g in exams..

Evaluation of Particularistic and Universalistic Values ?

1)) Marxism - argue that schools reinforce class-based inequalities e.g. Middle - Class students may benefit from CULTURAL and MATERIAL advantages.

2)) believe HIDDEN CURRICULUM maintains class divisions -- Setting and Streaming, Social Hierachy.

3)) Feminism - PARTICULARISTIC values inside school can reinforces girls being steered into traditionally more 'female' careers & subject.

What is Meritocracy (in education) ?

• system where status, rewards and power are determined by merit ( ABILITY, EFFORT and TALENT) rather than ascribed status - social class, gender or race.

Davis & Moore

1)) argue that SOCIAL STRATIFICATION is a UNIVERSAL NECESSITY

2)) the education system acts as a 'natural sieve' that allocates students into the appropiate jobs in society

*HARDWORKING STUDENT - HIGH ATTAINMENT - HIGHER MORE DEMANDING ROLES

*CARELESS STUDENTS - LOW ATTAINMENT - LOWER LESS DEMANDING ROLES

3)) argues that more complex and valuable people require more training and skill, so those who perform well in school are rewarded ACCORDINGLY.

Evaluation of Davis and Moore

1)) Marxism - ignores factors determined by age, social class, gender and ethnicity

Schultz

Education serves to develop human capital by developing skills and knowledge that increasing individuals value in the 'labour' market and in turn increasing economic growth

MARXISM

Marxist View

View educations purpose as a way of social control, encouraging young people to become conformists and to accept their social position.

Althusser

The education system performs two functions for the ideological state apparatus:

1)) Reproduction - the education system reproduces class inequality through teaching values of capitalism in the hidden curriculum.

2)) Legitimation - the education system legitimises class inequalities tries to convince people that inequality is inevitable and failure is the fault of the individual, not the capitalist system (false class consciousness)

Evaluation of Althusser

1)) Too Deterministic - suggests that students have no ability to change their outcome

Bowles & Gintis

The education system creates a new generation of workers through the hidden curriculum for the capitalist workforce - 'school is in the long shadow of work'.

1)) Hidden Curriculum

School teaches students necessary for the workforce - punctuality, obedience and competition - demands of capitalist labour.

THE NEW RIGHT

Chubb & Moe

Argue that it should be a free market education where schools cater to the needs and wishes of students, parents and locals communities.

Illich & Freire

Believe schools are:

• repressive institutions

• promote conformity

• encourage passive acceptance of existing class inequalities and submission to elders

VOCATIONAL EDUCATION

Vocational Education

• improves the quality of basic skills of the workforce in order to decrease unemployment

• ending division between academic and vocational qualifications so they all have the same value in the workforce.

How is this gap closed ?

1. Work Experience

2. Emphasis on key skills

Criticisms of Vocational Education

1. Vocational Qualifications - seen as having lower status than more academic courses. Seen as inferior by bothering parents and teachers.

2. Work Experience - seen as boring and repetitive and doesn't develop skills having little to do with future ambitions.

Birdwell et al (2011)

Secondary schools in england and wales routinely neglect pupils with vocational aspirations and focus on students that go on to higher education.