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Functionalism and Education - Coggle Diagram
Functionalism and Education
Durkheim
The major function of education is the transmission of society's norms and values. Without them, society would be impossible. A vital task for all societies is the welding of a mass of individuals into a united whole (the creation of social solidarity). This involves a commitment to society, a sense of belonging and a feeling that the social unit is more important than the individual.
For example in America, the educational curriculum has helped to teach shared norms and values in a population with diverse backgrounds. They all pledge an oath of allegiance to the stars and stripes for example, the symbol of American society.
Also believed the second key function of the education system was to teach specialist skills, so that the needs of the economy were met, with specially trained individuals
Functions of the education system
S - Social control and social solidarity (welding individuals together)
E - Economic (meeting the needs of the economy and providing specialist skills)
T - Transmitting norms and values (secondary socialisation)
S - Social selection (the most talented get the best jobs)
Integrate young people into their roles as loyal adult citizens (school subjects eg teaching of citizenship and the 'hidden curriculum' teaching students obedience in class)
Integrate young people into their roles as workers (rewards for qualifications are similar to the way wages are a reward for the labour process - The Correspondence theory)
They promise a sense of national identity (subjects like History, English and RS)
Transmit the norms and values of one generation to another (subjects like History, English, RS, etc and because they are educating future teachers, they will in turn pass on the values they learnt)
They select and allocate roles for people based on ability within the classroom (link to meritocracy - education helps the most suitably qualified people get the most important and best paid jobs
Parsons
Argues that education is a key socialising agency, passing on norms and values and therefore performing secondary socialisation. He suggested that society is a 'meritocracy' (that the social position you achieve in society as an adult - he called this 'achieved status' - was based on our ability. The best people get the best jobs and society offers equality of opportunity - that everyone has the same chance of success (Marxists are highly critical of this).
The education system acted as a bridge between the ascribed status you received at birth and achieved status. The education system acts as a sieve or mechanism for allocating roles to people in society based on their ability.
David Hargreaves
Claims that contemporary schools place far too much emphasis on the development of the individual and not enough on the duties and responsibilities that the individual should have towards group life in the school.
Argues that many schools fail to produce a sense of dignity for working-class pupils. If individuals do not achieve success in competitive exams they will tend to rebel and fail to develop a sense of belonging within a school. This may lead to them forming subcultures which reject the values of the school and therefore the wider society. He calls for changes in the curriculum to prevent this problem
Davis and Moore
Davis and Moore discussed the importance of role allocation. They believe that education selects talented individuals and allocates them the most important roles in society. Encourages competition. Believe that education sifts and sorts according to ability, appropriately allocating the brightest to the most demanding and consequently well paid jobs
Criticisms
Tend to assume that the educational system is meritocratic - pupils have an equal chance and and succeed by achieving. But there is evidence against this - males, the working class and some ethnic minority groups underachieve in education. Interactionists argue that this is due to teacher's expectations, labelling and the self-fulfilling prophecy . Marxists argue that the educational system confirms people in their social positions rather than providing opportunities for advancement (social reproduction)
Believe that schools efficiently select and allocate pupils in terms of their ability. The relationship between academic credentials and occupational rewards is not particularly close (eg footballers who get paid millions despite bad academic grades)
Emphasise the importance of education as a means of transmitting values but have not considered that there may not be a single set of values to transmit. Society consists of various groups who may have their own values. Marxists would question whose values are being transmitted or who benefits from them being transmitted.
Meritocracy
A system whereby achievement and reward are based upon ability/hard work. Advantages and opportunities are given to people on the basis of their ability rather than their wealth or seniority. Status and position is achieved