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Education: Topic 5 (flashcards done) - Coggle Diagram
Education: Topic 5 (flashcards done)
Functionalism
Parsons x
meritocracy
everyone is judged equally so unequal rewards are given out based on effort
based on universal values instead of particularistic values that are used in the home
particularistic values = rules and values that give a priority to personal relationships
ascribed status and not achieved
bridge between home and wider society
Davis and Moore x
legitimisation of social inequalities
inequality is necessary because important roles need to be filled by the best people
grades are based on effort
better grades=better rewards
Role Allocation x
education system filters out those best suited for more academic roles through different levels of education
more academic roles have better rewards
there must be a system of unequal rewards to motivate people to work hard at school and train for top positions
school is meritocratic. this allows the working class to move upwardly if they deserve is.
Durkheim x
Social Solidarity x
pupils learn to cooperate with the wider public (not family or friend)
makes people feel a part of a community and something bigger
the same values and behaviours are transmitted in education that are reflected in the rest of society
society in minature
necessary skills needed for future occupations are taught
e.g. punishment, self discipline, respecting rules, hierarchy
done through the hidden curriculum
Without it, society would be in chaos as people would only follow their selfish desires.
Evaluation
marxists
education does not impose a shared culture, but instead the culture of the dominant ruling class
Althusser
education is not meritocratic, but simply disguises the lack of equality of opportunity
Bowles and Gintis
there is little evidence of working class moving up the class system
Functionalists/New Right argue that this shows that M/C children are more able than W/C children
Marxist agree with this
Role Allocation
who you know is more important than what you know in some areas
doesn't provide a specialised division of labour
shortage of engineer graduates and plumbers shows that the system is failing to provide what the eonomy needs
View
Education contributes to social stratification
the way that society is divided into groups ranked in order by differences in wealth and power etc
Education transmits cultural values
Done through the hidden curriculum, assemblies, sport days, school uniform, detention, registration
Functionalists see the education system as helping maintain social order ad keep society stable
Schultz
human capital
New Right
Evaluation
social inequality is not about state education but about inadequate funding of state schools
sinking schools
league tables
Marxists say that education does not impose a shared culture but the culture of the dominant ruling class
reproduces class inequality
Althusser
competition will always benefit the middle class who can use their money and cultural advantages i get into the best schools
Chubb and Moe
there should be free market in education
schools should be managed and run like private businesses tailed to local community needs
competition will lead to higher standards
parenticracy
league tables
educations triage
schools should not be controlled by local authorities
View
similar to functionalists
stress importance of traditions and values
education should teach national identity
national curriculum
OFSTED
British values
education is meritocratic
some people are naturally more talented than others
individualism
emphasis on individual freedom
individual self-help and self-reliance
reduce the power of the state
reduction in state spending to make people more self-reliant
lower taxes for individuals and businesses
free market competition between everything
different to functionalists
dont believe that the state is functioning in achieving these goals
instead of state schooling for most students we should encourage more
competition
through different forms of
private education
Marxism
Willis x
'Learning To Labour'
followed 12 white working-class boys in school and as they started work
the lads rejected the dominant ideology and ideas of meritocracy passed on through education and had decided to make the most of their final years in school by forming anti-school subcultures, aware that education would be of little benefit to them in manual labour
anti-school subcultures
as active agents they saw through the deception of meritocracy in school.
however, paradoxically, their rejection of school values prepares them for the most exploited jobs
value opposition to authority, encouraged sexism, homophobia, toxic masculinity and racism
conflicts Bowles and Gintis's Corresponding theory
the lads don't passively conform to the needs of capitalism and are not shaped by the educational system
Bowles and Gintis x
corresponding principle
the main purpose of education is to prepare young people for employment.
the features of work are mirrored in the educational system
the hidden curriculum teaches children to be subservient and passive. this makes them ready for the work force.
the work day is fragmented
education system produces a passive, acquiescent labour force enabling the ruling class to maximise profit
pupils and employees have no overall control - different subjects/tasks
myth of meritocracy
if working class pupils do have ability, they are unlikely to be rewarded as the structure of education is set up to reproduce inequality and preserve the interests of the ruling class
schools use meritocracy to generate compliance and a promise of greater reward later on if they work hard now
hidden curriculum
based on alienation
students don't have control over their time and curriculum
employees have very little control of the production process
students are prepared for the norms and values of employment as these are the same as those taught in education
Althusser x
ideological state apparatus
passes on the Ruling Class ideologies and ensures obedience through implicit agreement
schools prepare pupils to accept their future exploitation
uses the hidden curriculum
transmits an ideology in which capitalism is just and reasonable
false class consensus
hegemony
the authority, dominance or influence of one group, nation or society over another group, nation or society
education reproduces and legitimises inequality
those with better qualifications become managers and decision makers
legitimises their power over others
this maintains the status quo in society and keeps in the bourgeoisie in power
by promoting meritocracy, proletariats believe that if they show ability they will be rewarded with higher-status jobs and move up the class system
many barriers are in place to prevent this:
disregard for their cultural knowledge
rigid structure of education
cultural backgrounds
class conflict with middle-class teachers
cultural capital differences
material deprivation
the inability to afford basic resources and services, which can impact a pupil's educational achievement
View
role and function of education is to prop up capitalism and to support the interests of the Ruling Class
functions
legitimates class inequality
if you fail it's your own fault
reproduces class inequality by encouraging young people to accept their place in society and preventing social mobility
works in the interests of capitalist employers by supporting capitalism
Evaluation
humanities teach students to be critical thinkers, and this is becoming more desirable in a post-Fordist economy - Postmodernism
theories are deterministic - many working-class students do well and make good progress in the educational system
passivity of accepting ideologies
Willis - pupils for anti-school subcultures and rebel
if school prepares students for work, why do so many struggle to find employment when they leave education, because of lack of further training
Illich
schools are repressive institutions which promote conformity and encourage students into passivity
makes students accept existing inequalities
teaches them to conform to a single passive mindset instead of being critical and thinking for themselves
schools must be abolished
if you accept the regime, you get better qualifications and better jobs
those who don't conform and question the hierarchy are excluded
Postmodernism
Morrow and Torres (1998) x
no-class qualities are just as important as class.
sociologists must explain how education reproduces all inequalities not just class
students actively construct their own identities rather than have their successful or failing identity constructed by teachers and schools as Marxists argue
self-fulfilling prophecies
society is characterised by individualisation. people are no longer confide by traditional social structures such as social class inequality
postmodern societies are characterised by individualisation. people are no longer constrained by influences produced by traditional social structures such as social class inequalities.
Evaluation
modern theories such as functionalism and Marxism are out of date due to factors such as globalisation and a post-Fordist economy
corresponding principle - Bowles and Gintis
a very different labour force is needed now than what existed in modernity.
no longer exists as students are taught to be creative and have initiative and not to become passive to the rules of the hidden curriculum that makes the ready for the labour force
marxists exaggerate the influence of capitalism, social class inequality and the hidden curriculum.
student identity is just as likely to be influenced by gender, sexuality, ethnicity and religion
2016 - British schools had to cope with an increasing number of trans students
school fit post-Fordist economy
education has become more individualised - learning styles/differentiation
many different types of school
schools are more 'consumerist' and provide ore individual choice
crourse types and qualifications
View
Post-Fordist economy
a post-Fordist economy means society has become increasingly fragmented as the needs of the global market are so wide
requires education which encourages creativity and motivation
requires flexible, motivated and specialist workers
education has now become responsive to the economic needs of the global market. this meand that it creates diversity and not inequalities.
both the economy and education system are diverse rather than being based on class inequality
critical of Marxist's focus on only class inequalities
education system must move away from 'one size fits all' system to offer the diversity in education and skills needed to fulfill the needs of the global market and consumer choice