The Relationship Between School and Society: Part II - Conflict Theory

Roger T. Wilson
Grand Valley State University
wilsoro@gvsu.edu

Citation:
Wilson, Roger T. (2011) "The Relationship Between School and Society: Part II - Conflict Theory," Colleagues: Vol. 6: Iss. 1, Article 7. Available at: https://scholarworks.gvsu.edu/colleagues/vol6/iss1/7
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Introduction to Socio-theoretical Examination of Education

  • Functionalism Overview:
    • Functionalism is a general theoretical orientation.
    • It explains the school-society relationship through the perceived “function” of schools.
    • Schools serve specific social needs within our social system.
    • However, the functionalist perspective has faced criticism regarding its robustness.
    • It is questioned whether it allows for true freedom of choice for individuals.
  • Sociology of Education Concerns:
    • Sociology of education examines how students are socialized for adult status.
    • It views schools as social systems impacting students' life chances.
    • Research since the 1960s has critiqued the ability of schools to address societal inequities.
    • Schools are often seen not as equalizers but as institutions that reproduce inequities.
    • They maintain power dynamics favoring the dominant social group.
  • Transition to Conflict Theory:
    • The focus shifts from functionalism to conflict theory, which emphasizes power dynamics and social struggles.

Conflict Theory (CT)

  • General Perspective of Conflict Theory:
    • Core Assumption: Society is not characterized by consensus of values, as posited by functionalists.
    • Instead, conflict theorists highlight the conflicts of interests and values throughout society.
    • Social behavior is analyzed through the lens of competition and tension among groups.
    • Society is viewed as an “arena” or “social battlefield” (Semel, 2010).
    • Different individuals and groups compete for scarce resources.
    • Wealth is equated with power in an economic context.
    • Stratified Social Systems:
    • Society is stratified by wealth generation capabilities.
    • Not all social groups have equal wealth and therefore access to power.
    • Dominant groups’ interests often clash with those of less powerful groups, leading to systemic disadvantages for the latter.

Schools as Instruments of Elite Domination

  • Role of Schools in Society According to CT:
    • Schools are seen as instruments of elite domination and social reproduction.
    • They serve as battlegrounds where the struggles between social groups manifest.
    • Schools aim to modify the knowledge, dispositions, and values of underprivileged groups (e.g., lower class or immigrant children).
  • Provocative Assertions:
    • Assumptions of conflict theory raise questions about the nature of education and its broader implications.
    • Key reasons for examination include:
    • Disconnect Between Educators and Students:
      • A widening gap between the social class and cultural values of educators (predominantly middle and upper-middle class, 82% white) and those of their students (45% non-white in public schools, 2008). (IES, 2010)
    • Selective Curriculum and Hidden Values:
      • Curriculums often reflect the life experiences of middle-class, non-minority existence, neglecting broader student experiences.
    • Understandings of Giftedness and Learning Disabilities:
      • Implicit assumptions play a role in categorizing students as gifted or learning disabled.
    • Pathways to Occupations:
      • Emphasis on credentials as the pathway to financially rewarding occupations impacts social navigability.
    • School Reputation and Advantages:
      • The reputation of elite/prep schools offers distinct social advantages beyond curriculum.
    • Achievement Ideology (Meritocracy):
      • The reinforcement of an achievement ideology in education is often contradicted by practical limitations faced by students.

The Need for Educators to Reflect on Their Role

  • Educators, especially early in their careers, must develop a deeper understanding of schools and their roles in society.
  • Importance of questioning assumptions, practices, and the unexamined aspects of education:
    • Many elements of education are accepted without scrutiny.
    • It is crucial for educators to perceive educational institutions within the broader societal context.
  • Beyond Technical Skills:
    • A call for educators to evolve from merely technical instructors to informed critics of educational systems.
    • Emphasis on the importance of understanding how schools help to construct identities and the implications of these processes:
    • Asking in whose interests education serves and who benefits from these constructs.
References
  • IES (NCES). (2010). Condition of education, 2010: Indicator 27—Characteristics of full-time teachers (Report NCES 2010-028). Washington, DC: US Dept. of Education. Retrieved from NCES 2010 Report
  • IES (NCES). (2010). Condition of education, 2010: Indicator 4—Racial/Ethnic enrollment of public schools (Report NCES 2010-028). Washington, DC: US Dept. of Education. Retrieved from NCES 2010 Report
  • Semel, Susan. (Ed.). (2010). Foundations of education: The essential texts. NY: Routledge

Photo Montage Illustration by Lisa T Tennant, Images courtesy of Morguefile.com