formal socialisation

social solidarity - Durkheim

explanation

Durkheim, argued the main function of education, through socialisation is the creation of social solidarity.

such as in school we create a sense of togetherness through clubs ,houses, forms etc

Durkheim argued that society needs a sense of solidarity, or togetherness individuals must feel that they are part of a single body or community. he argues that without social solidarity cooperation would be impossible because each individual would pursue his or her own selfish desires with little regard to wider society

evidence

The education system helps to create social solidarity by transmitting society's culture – its shared beliefs and values - from one generation to the next. This done in two ways:

formal curriculum- such as subjects on the national curriculum like history and RE where they teach society’s culture such as in history we learn the British society and how we should make sure it does not happen again and in RE it is mandatory to learn different religion

and through the hidden curriculum which teaches us how to behave such as in manners and lining up in ques

he argues schools teach us how to be good citizens with a healthy respect for authority, patriotic values and a set of appropriate social skills. School therefore acts like a society in miniature, preparing us for a life in wider society. This is also known as a microcosm

evaluation

  • Marxist Althusser criticises Durkheim as he states that education does not transmit societies culture for the good of people, but for the benefit of capitalism. The education system is an important part of the ISA and the role of the education system is to ideologically control or brainwash students into capitalist norms and values to make them conform to inequality in society. 

  • Feminists Heaton and Lawson argue that what is taught in schools reinforces gender inequalities of society which is not a good thing, for example teaching boys and girl’s different things through the patriarchal curriculum. This reinforces gender bias norms and ideas, not shared ones. 

focal socialising agency- Parsons

explanation

Parsons sees the school as the focal socialising agency in modern society, acting as a bridge between the family and wider society. 

This bridge is needed because family and society operate on different principles, so children need to learn a new way of living if they are to cope with the wider world. 

Along the bridge children learn the social skills of punctuality and friendship and learn that success in education, and in life, comes from applying one’s talents. Such skills are taught through what he calls the hidden curriculum. 

evidence

- in the family, the child is judged by particularistic values, these differ from one family to another

  • different bed times

  • different chores

-both school and wider society judge us by universalistic values which applies to everyone within society

  • working hard

  • staying in education

  • manners

-ascribed status

  • status given at birth

  • monarchy

  • social class

-achieved status

  • status that has been achieved

  • lawyers

  • doctors

Parsons sees school as preparing us to move from the family to wider society because school and society are both based on meritocratic principles. In a meritocracy, everyone is given an equal opportunity, and individuals achieve rewards through their own effort and ability. Success is based on a person’s merit alone, rather than other social factors, achievement is therefore a result of the individual’s talent, hard work and effort. 

evaluation

  • Marxists Bowles & Gintis criticise Parsons as they believe that the hidden curriculums role is to socialise students into capitalist values of society, for example students learn to be submissive to hierarchy, to do hard work, accept low pay and be obedient workers. They believe school has specific parallels to the workplace contrasting the idea that school acts a bridge.

  • Feminists don’t believe schools are meritocratic. Marxist Feminists & Radical Feminists believe that the organisation of an education system and daily school life is structured in a way that favours men, reinforcing patriarchal control. This is done indirectly through the informal curriculum, in a number of ways including space, power and attitudes.