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1.1 the role of education in society - Coggle Diagram
1.1 the role of education in society
Compulsary education for all
Forsters 1870 education act.
-Declared that school boards could be set up in districts where school places were inadequate.Between 1870 and 1880 about 4000 schools were started or taken over by boards.
Fisher education act of 1918
made the state responsible for secondary education, and attendance was made compulsory up until the age of 14. in 1947 was raised to 15 and 16 in 1972. anyone born after 1997 leaving age is 18
Reason for rapid expansion
one of the main resources for rapid expansion of state education in Britain was the belief that improved education was critical to economic sucsess
There was concern in the late 19th century that britain was falling behind competitors such as germany in the manufacturing industry.
Improving education critical to improving economy as it creates skilled workers
Education was also seen as having a civilizing role,
Which was seen as important due to extending of voting rights
. education system could teach beliefs that were wanted by the government
support for improved education
the campaign to improve education was supported by reformers who were campaigning for the poor. education was seen as a route out of poverty
Functionalist approach
Functionalism was the first sociological perspecrtive to be developed.
how societies stick together and work sucessfuly
shared values and beliefs critical in funcitonalist ideas.
Socialisation
education helps to maintain society by socialising young people into key cultural values such as achievement ,
Durkheim believed these values should emphasise these areas of society in ecuation
Parsons recognised the importance of education is society and how it balanced and socialised personalities
Functionalists believe that education does three main things
socioalisation
role allocation
skill provision
Cristisisms of the functionalist approach
critised for emphasising the posative effects of education and not discussing the negative effects and how it is dysfunctional
functionalist view only works in countries with single culture or one dominant
globaslistaion is a critical factor that functionalists do not intergrate into there knowleedge
Marxist approach
marxist ideas originated from karl marx
marxists focous on class and its effect in this context, in the education system
marxist see capitalist societies, such as britain , as dominated by the ruling class
marxists believe that the workers should own means of production
for marxists education performs two main functions in capitalist societiy
to reproduce inequality
to serve to legitimase these inequalities
Althusser(1971) disagrees with functionalists that the main fucntion of education is the transmission of common values
Bourdieu argues that the working class are effectively tricked into accepting there failure
Correspondance theory (bowels and gintis argue education is controlled by capitalists.
the experience of education corresponds to experience in work
education creates docile and obedient workforce
Critisisms of marxisms.
naruxns gas veeb crutused for not incorperating race or gender into there theorys, focousing only on class.
much work in education requires teamwork rather than authority
some data to support marxist claims may not be representative
Postmodernism and education
believe there is not one right way for education, depends on sorrounding, society and culture,
johnston, believes eduation for adults has adapted to greater choice and variety , and other education should do the same
Postmoden sociologists can be critisied for exagerating the change in education