education theories Flashcards
(20 cards)
1
Q
4 functionalist view on education theories
A
hargreaves
parsons
durkheim
davis and moore
2
Q
collins functionalist criticism
A
argues that occupational skills are learnt on the job not at school. the demand for educational qualifications for many occupations is simply an attempt to raise status of occupation.
3
Q
what do functionalists believe the 4 roles of education are
A
SETS
- social control and social solidarity
- economic
- transmitting norms and values
- social selection
4
Q
how do functionalists believe the education system fulfils the roles of education
A
- hidden curriculum - integrate young people into their roles as loyal adult citizens
- correspondence theory - integrate young people into their roles as workers
- meritocratic society - sort people into their roles
5
Q
hargreaves functionalist theory on education
A
- he criticised the modern comprehensive school from a Durkheim point of view
- he claims that contemporary schools place to emphasis on the development of the individual
- he argues that many schools fail to produce a sense of dignity for working class pupils. if individuals do not achieve status in success they will rebel . this leads them to form subcultures which reject the values of school and therefore wider society. he calls for a change in the curriculum to prevent this problem.
6
Q
parsons functionalist theory on education
A
- education is akey socialising agency, passing on norms and values therefore performing secondary socialisation. he suggests that society is meritocratic and the social position that you achieve in society as an adult is achieved status.
- the education system acts as a bridge ascribed status youare given at birth and achieved status .
- seen as a sieve for allocating roles to people in society
- whilst in the family, individuals would be judged by particularistic standards in education individuals would be judged by wider universalistic standards
7
Q
durkheim’s functionalist theory on education
A
- the major function of education is the transmissions of norms and values
- without these ‘essential similarities’ and social solidarity . social life itself would be impossible.
8
Q
davis and moore
A
- discussed the importance of role allocation, they believe that education selects talented individuals and allocates to the most important roles of society. a higher reward for GPs, pilots. it encourages competition.
- education sifts and sots according to ability, brightest to the most demanding and best paid jobs.
9
Q
critisms of the functionalist view on education
A
- we dont all have equal opportunities e.g external factors- class, wealth, private schools, internal - support the schools offer, learning barriers - dyslexia,try just as hard but less rewards
- collins
- functionalists emphasise norms and values but there might not just be one set to transmit. society has various groups different, conflicting interests
10
Q
bourdeiu - cultural capital marxist theory
A
- the issues of working class failure at the fault of the education system.
- teachings are strongly influenced by manners and styles. the closer the student gets to that style to the dominance classes, the more likely the student is to succeed.
- example- linguistic, teachers use ‘bourgeoise’ parlance as opposed to ‘common’ parlance.
11
Q
boudon cost of persistence marxist view on eduction
A
- he argues that there is a cost of persistence for working class pupils who stay on in education. the student would be in more different circles and have to cut off from their family. hence a strong social pressure not to persuade. for some working class cost of persistence in too high.
12
Q
Bowles and gintis exploring the hidden curriculum and correspondence theory
A
- schools play a key role in conditioning students the attitudes, values and routines that would make them easily exploitable. essentials for social reproduction - the reproduction. workers appropriately schooled to accept their roles in society capitalist.
- schools are based off of hierarchies teachers order pupils- correspondence to their later lack in the workplace
- education legitimises social inequality by broadcasting this myth that offer everyone equal chance
13
Q
Althusser ideological state apparatus -marxist view on education
A
- he argues that capitalists ruling class maintain their dominant position through 2 ‘elements of apparatus’ both of which serve to keep the bourgeoise in power.
- repressive state apparatus - maintaining the rule of the bourgeoisie by force or the threat of it. police, courts army. all physical.
- ideological state apparatus - maiming the rule of the bourgeoisie by controlling peoples ideas, values and beliefs. religion, media and education system.
- he believes ideology serves a more effective means of control. if peoples hearts and minds are won over then it becomes unnecessary. Althusser argues that the education system has largely replaced the church. school transmits an ideology that capitalism is reasonable. schools prepare students for roles in the workforce. they become agents
14
Q
neo marxism- paul willis- learning to labour ho working class kids get working class jobs
A
- studies 12 working class boys
- the lads were not shaped through the education system. they created their own counter school subculture
- the lads couldn’t wait to get out of school and do manual work
15
Q
critisms of marxist view on education
A
- functionalism - ignores it could be a function, can have positives - social solidarity
- ignores gender or ethnicity
- pupils aren’t always passive
16
Q
1880 compulsory education act
A
- provided state run elementary school for all 5-13 year olds. however, the type of edition kids received depended on class back ground
17
Q
1944 education act (tripate system)
A
- after ww2 it was felt society was not making full use of peoples talent. different people have different talents so the 11+ was introduced.
- grammar school - non manual jobs bright academic students, GCSEs A and O levels. 20% of school population and mostly middle class.
- technical schools - vocational training and technical skills. only 5% of schools population. bipartite system.
- secondary moderns - less academic but more practical, basic education but little opportunity to take external examinations. ‘practical curriculum’ manual work, working class
18
Q
1944 education act (tripate system) criticisms
A
- discriminated against a girls as they required higher on the 11+
- 11 + unreliable as you can’t predict someone’s future at 11.
- selection process was unfair, denied many the opportunity of continuing past 15.
- 3/4 of secondary modern students failed
- social class division’s reproduced as it was 2/3 of boys from middle class that wen to grammar school.
19
Q
comprehensives, 1960s
A
- 11+ debolished as an attempt to be more meritocratic, along with grammar schools and secondary moderns.
- by 1966 the labour government sent a circular to Local Education Authorities requesting them to submit plans to organise secondary education along comprehensive lines. by 1979 80% of secondary pupils were attending comprehensives
- functionalists believe comprehensives achieve social integration and meritocratic selection, whereas marxists see education as serving the interests of capitalism reproducing and legitimising class inequality.
20
Q
comprehensive 1960s criticisms
A
- streaming - keddie suggests self fulfilling prophecy , lower class students streams deteriorate
- labelling - ball banding
- comprehensives sent to legitimise inequality through the myth of meritocracy as all pupils go to the same school. ignoring material and cultural deprivation, labelling and streaming.
