Roles of Education

Main aim of the education is to meet the needs of the economy. 3 ways of doing this is Socialisation, Selection and Skills.
1. Selection
  1. Via streaming, grades, courses etc
    1. Marxism
      1. No meritocracy but education ensures Cultural reproduction
        Elite self recruitment
        Occupations are achieved on the basis of who you know, which helps the ruling class families achieve a high occupation.
        Sutton trust - 75% law lords are from private education, but only 7% whole population are in private education
        Cultural Capital/Deficit
        Bordieu
        Middle class pupils and parents posses cultural capital, values, attitudes and language to help them succeed in middle class school system
        Bernstein - Elaborated code
        Working class posses Cultural deficit, they lack the values, attitudes and language needed to succeed.
        Bernstein - Restricted code
        Gerwitz
        Middle class are better equipped with cultural and economic capital to play the education system, and get their children into the best schools
        Ruling class ideology
        Bowles and Gintis
        Evidence
        Roberts - marjority of working class have came from working class families
        Guardian - Working class pupils make up 11% Oxford intake and 12% Cambridge intake
    2. Feminism
      1. Liberal feminism
        Girls do better in exams, at GCSE they do 8% better
        Higher ambitions
        Sharpe and WIlkinson
      2. Radical Feminism
        Patriarchal ideology, causing boys to benefit more.
        Eventually men do better, with higher pay, 16% more than women
  2. Functionalism
    1. Believe that pupils are selected for their future occupations via a number of selection processes, therefore through hard work and natural ability they will earn a position in life. This is Meritocracy
      1. Parsons - Meritocracy
        Main function of the education system is to put the individuals into their correct occupation based on the qualifications they receive. MERITOCRACY
        These courses have been awarded on the basis of their natural ability
        Society is equal > Natural ability and hard work > Rewards eg. Qualifications:Careers
        We are treated according to our universalistic values, preparing us for work and the realisation that we have to earn our place through hard work
        Status is achieved not ascribed
      2. Davis and Moore - Sifts, Sorts, Selects
        Education sorts individuals in terms of their abilities, rewarding most talented with qualifications
        Example - Sets, schools attended
        Only a limited amount of real talent, hence those at the top deserve their position since only they can fill these occupations
    2. Evidence
      1. Goldthorpe - Now more long range mobility, from bottom to the top
      2. Educational policies helping WC in education
      3. Hannah - The top people are from grammar schools, suggesting ability counts
2. Skills
  1. Via formal curriculum - education and training
    1. Marxism
      1. Sceptical of the new vocationalism intoriduced
        Neo-Marxist
        Real function was to instill work discipline and the acceptance of a likely future of low paid, unskilled work with frequent job changes
        Skills being developed were not craft but basic skills that only prepared them for unskilled low paid work, that offer little training and promotions
        View vocational schemes as legitimising class divisions and inequalities. MC do A-Levels and WC do Btec
        Public and Grammar schools don't do Btecs
      2. Finn
        Real function of training schemes was to reduce youth unemployment, provide cheap labour for employers and undermine the power of the trade unions.
    2. Feminism
      1. Liberal Feminism
        You are taught skills regardless of gender. More girls now do maths and chemistry
      2. Radical Feminism
        Patriarchy in terms of corses and skills learnt
        Girls - Sociology, Boys - PE
        Girls are passive and don't make an active choice
  2. Functionalism
    1. Taught skills for a changing and more complex economy
      1. Durkheim
        In school children learn crucial skills for the workplace
        Example - Reading, Writing, Maths
      2. Policies aimed at improving our skills - NVQ'S, National Curriculum, Raising the school leaving age
Socialisation
1. Via the hidden curriculum
  1. Functionalism
    1. School is an agency of secondary socialisation which creates value consensus in society
      1. Durkheim - 2 socilocialisation functions
        Social Solidarity - Intergrate's people an teaches them consensual norms and values
        Now known as the hidden curriculum
        Example - In America they are taught the idea of being an American by repeating the oath of allegiance every day
        Teaching the formal curriculum, such as History and religion is central in schools to the creation of solidarity since it gives children a sense of belonging.
        Social intermixing - Children learn vital lessons through socialisation, such as learning to behave with other people, teaching them to all get on in society
      2. Parsons - School is a 'bridge' between home and work. Focal socialising agency
        In work we are socialised into Universalistic Values and receive an achieved status
        The Education eases the transition to the formal world of meritocracy, and children learn values as well as achievement and equal opportunity
        School crucial to teach values such as achievement and conformity
  2. Marxism
    1. Ruling class ideology and cultural reproduction
      1. Althusser - Ideology and cultural reproduction
        Education is a institution used by ruling class to control working class
        Main function is ideological, so it plays a crucial role in persuading the working class that their position is justified and fully deserve their fate
        IDEOLOGICAL STATE APPARTAUS
        Cultural reproduction - keeps the working class working class and middle class middle class
        Ruling class ideology - Teaches working class to accept their position, also teaches certain values that are vital to capitalism, inequalities are inevitable and desirable
        So the working c;lass accept their position and learn to be passive and submissive, blaming themselves for their position.
        HOWEVER - A ruling class child in a public school would be taught how to lead, manage and control others.
    2. Bowles and Gintis - Correspondence theory
      1. WC pupils are taught the teacher is powerful and the student is powerless, hence they become passive and obedient
      2. WC Pupils are taught to accept alienation and to be content with your grades and pay check
      3. WC pupils are taught to accept boredom of school since it paves the way for the shop floor
      4. Social class and not ability is the key factor as to what determines success in terms of qualifications
  3. Feminism
    1. Liberal feminism
      1. There is now more equality due to legislation changes
        Example - 1970 equal pay act and 57% student at uni are female
      2. Value consensus is about equality
    2. Radical feminists - Patriarchal ideology
      1. Kelly - The books we learn in English are mainly written by men
      2. Heaton and Lawson - Teachers have expectations, these are often sexist towards women

Siguiente

Descripción

Resumen del Recurso

Similar

	Creado por Isobel Wagner hace más de 9 años