functionalist perspective on education
its a 'bridge' between family and society
parsons
at home - pupils judged by particularistic standards and an ascribed status
at school - pupils judged by universalistic standards and an achieved status
meritocracy - a society where jobs are based on people's talents and achievements
A02 education 'sifts and sorts' pupils into appropriate jobs
value consensus
teaching specialists skills
A03 marxists argue the 'myth of meritocracy' - meritocracy is nothing but ideology, w/c are persuaded to believe that the m/c achieve their high status because of achievements and hard work, rather than their privileged birth
durkheim
industrial economies require a complex division of labour - many jobs are highly skilled
schools provide a diversity of qualifications, that later on, become specialised
social solidarity
durkheim
results in value consensus
achieved through - learning the same curriculum at school A02 history and learning about British heritage gives pupils a shared identity
schools make us feel a part of something bigger
'school is a miniature society'
both in school and at work, we have to cooperate with people who are neither family or friends
role allocation and meritocracy
davis and moore + parsons
education being meritocratic - provides equal opportunity for everyone to achieve good qualifications
ability and effort determine who gets the best qualifications and then the best jobs
industrial societies are hierarchal
A02 some jobs are more important and so are payed higher (doctor) - meaning more qualifications are required
A02 some jobs are less important and so are payed less (hairdresser) - meaning less qualifications are required
A03 new right argue that the education system fails to prepare young people adequately for work
A03 transmits the ideology of the minority - the ruling class