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The Role of Education Revision ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Functionalism Durkheim Parsons Davis and Moore Value Consensus Universalistic values Meritocracy Role Allocation Society in Miniature Marxism Althusser Bowles and Gintis Paul Willis Capitalist relations of production Correspondence theory Cultural Capital Hidden Curriculum Ideology Myth of Meritocracy Counter School Subcultures New Right Chubb and Moe Marketisation State Private Competition Consumer Conservative National Identity Post Modernism Usher and Thompson Fordism Post-Fordism Choice Uncertainty Diversity New Technology Interactionism Becker Hargreaves Rosenthal and Jacobson Labelling Self fulfilling prophecy Teacher expectations Pupil adaptations MORE CONCEPTS Achieved status Social action Polarisation Fragmentation of knowledge Ideological state apparatus Stratification Status frustration

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Exam practice ,[object Object],Functionalists see society as a system of interdependent parts held together by a shared value system. This means that there is agreement among members of society about what is important and worth having or striving for. A key role of the education system is to pass on these values and thus contribute to the smooth running of society. Critics of the functionalist perspective suggest that the education system serves the interests of a minority rather than of society as a whole. They argue that the education system operates as an agent of social control and that schools help to reinforce existing social class inequalities .

Exam practice ,[object Object],Marxist sociologists believe that one of the purposes of education in a capitalist society is to produce a passive, obedient workforce who will work to the benefit of the capitalist class. In school, students learn to accept hierarchy. They have very little control over what they are taught and power lies with teachers. This prepares students for the workplace, where they will be expected to obey supervisors and managers. Marxists reject the idea that the education system is meritocratic and argue that social class is the main factor influencing academic achievement. Reynolds (1984) has criticised the Marxist view, claiming that the curriculum in British schools does not promote the values of capitalism, nor does it encourage uncritical or passive behaviour. Instead, schools emphasise academic rather than vocational studies and encourage a liberal view of education, with the arts and humanities playing a major part in the curriculum.

Exam practice ,[object Object],According to one view, society could not continue to exist if its members were not integrated into a single shared culture or value system. Without this integration, social life and cooperation between individuals would be impossible, since there would be no consensus and society would cease to exist. The family, although it plays a vital role in socialising individuals, is incapable of achieving this integration. This is because it operates on the basis of particularistic norms, whereas the education system, like society at large, operates on universalistic norms. In this view, therefore, only the school can equip individuals with a set of shared norms and values suitable for participating in the wider society. For this reason, the school is the ‘ focal socialising agency’ in modern society.

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4. Functionalism Durkheim Parsons Davis and Moore Value Consensus Universalistic values Meritocracy Role Allocation Society in Miniature Marxism Althusser Bowles and Gintis Paul Willis Capitalist relations of production Correspondence theory Cultural Capital Hidden Curriculum Ideology Myth of Meritocracy Counter School Subcultures New Right Chubb and Moe Marketisation State Private Competition Consumer Conservative National Identity Post Modernism Usher and Thompson Fordism Post-Fordism Choice Uncertainty Diversity New Technology Interactionism Becker Hargreaves Rosenthal and Jacobson Labelling Self fulfilling prophecy Teacher expectations Pupil adaptations MORE CONCEPTS Achieved status Social action Polarisation Fragmentation of knowledge Ideological state apparatus Stratification Status frustration

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