Durkheim- Social Parsons- Davis and Moore- role allocation AO1/2 Blau and
solidarity AO1/2 Meritocracy AO1/2 • Role allocation: education as a Duncan-
• Individuals feeling part • Status is achieved, proving ground for ability. Human
of a community. not ascribed. • Most important roles are given to the capital AO1/2
• Teaching a country's • Equal opportunity= most talented. • Modern
history to instill a sense individuals achieve • This encourages competition for the economy
of shared heritage. their own best jobs like in medicine. has
• Transmits shared rewards through • Education 'sifts and sorts' us based prosperity
beliefs and values own efforts and on ability. on human
(consensus). abilities. Neoliberalism AO1 capital.
• Schools as 'society in • Particularistic • State shouldn’t provide services like • A
healthcare education and transport.
miniature'= prepares standards- rules meritocrati
• Privatizing businesses which were
children to only apply to a c education
previously state run to help increase
cooperate with non- child. competition- allows the regulation of system
Durkheim- specialist skills
parents/friends, whilst • Universal serves this
AO1/2
markets.
following norms. standards- rules • The value of education increases by best by
• Modern industrial
economies need social apply from wider adding competition between schools to allocating
society. help drive up standards. individuals
Functionalism and New Right
solidarity for products
produced • Meritocracy- school on talent,
• Requires specialist acts as a 'focal increasing
knowledge which
Similarities with productivity
Chubbs socialising
and Moe- agency'
Voucher system AO1/2 Functionalism AO3
education teaches.
Functionalism and acting
• Education failsas
asathere's...
bridge • Marxists argue it passes on. MC
new right betweenas
• No opportunity family and
only private schools can ideology.
• Agree that wider
deliver high society.
quality education. They don’t • Only 1/3 of 16–19-year-olds can
some are more produce specialist skills for the economy. access good apprenticeships.
talented than • Voucher system- schools compete to • Education doesn’t teach the
others. attract students by improvements. specialised skills.
• Meritocracy to Families are given a voucher to spend on •
• Puppets
Two rolesonfora the
string, Wong's
state AO1/2
meet economic education of their choice. oversocialised view.
• Single national curriculum- instills
standards. • 5% of low-income families do better in shared heritage for pupils and
• Secondary private than state schools. opposes multi-cultural education
society- instills New Right AO3 reflecting other ethnic minorities in
a sense • Inadequete school funding- Feb 1st the UK.
of national 2023 strike (NEU). • Framework- Oftsed reports and
shared identity. • Marxism publishing school league tables of
• KEY • Gerwitz and Ball- Benefits MC who have GCSE and A-level results.
DIFFERENCE- Ed social and economic capital to access
ucation fails to desirable schools.
meet goals as
its state run.
, Cohen (1984) Meritocracy is a myth AO1/2 Bowles and Gintis AO2 Althusser- AO1/2
AO1/2 • Compliant and disciplined • Study of 237 NYC high • Ideological state
• Youth characteristics are school students. apparatus (ISA)-
training rewarded in school with • Rewarded submissive and maintaining ideology of
schemes- higher attainment in compliant traits within bougeoisie through
Marxis
teaches qualifications, which turns students. controlling beliefs and
youngers out with low paid jobs, • Creative students values. Examples include:
attitudes being exploited by their got lower grades. the media, education and
and values bosses. • Conclusion: schools religion.
for • Not being reproduce compliant • Repressive
m
subordinat sufficiently awarded for workers for capitalism, state apparatus (RSA)- fo
e labour their efforts. distorting student rce or threat of the
force. development. bourgeoisie. Examples
• Lowers include: Police and court
aspiration systems.
s to •
Correspondence principle AO1/2 Both legitimises class
Paulaccept
Willis (1977) AO1/2 • Parallels between schooling and inequality, persuading
capitalist society.
low paid in the way schools serves
• Interested workers that it WC
is to be
work. • Operates through hidden curriculum- prepares
capitalism used the interactionist exploited workers. inevitable.
approach. • Lessons are indirectly taught.
• Lads' counter-culture study. • Headteachers= employers.
• Observation and unstructured interviews. • Students= employees.
• 12 WC boys transitioning from school to Marxism AO3
work. • Post modernists- reject correspondence principle. Post
• Disliked conformist boys (ear'oles), fordist economy needs schools to reproduce diversity
disobeyed school's values, rejecting not inequality.
meritocracy. • Determinism- assume pupils have no free will and
• Developed an anti-school subculture. passively accept indoctrination- fails to explain why
• Saw intellectual work as inferior. pupils reject school's values.
• Resisting school's rules ensures they • Feminists- Macdonald- schools reproduce inequality AND
receive no degrees to become unskilled patriarchy.
labour workers for capitalism.
solidarity AO1/2 Meritocracy AO1/2 • Role allocation: education as a Duncan-
• Individuals feeling part • Status is achieved, proving ground for ability. Human
of a community. not ascribed. • Most important roles are given to the capital AO1/2
• Teaching a country's • Equal opportunity= most talented. • Modern
history to instill a sense individuals achieve • This encourages competition for the economy
of shared heritage. their own best jobs like in medicine. has
• Transmits shared rewards through • Education 'sifts and sorts' us based prosperity
beliefs and values own efforts and on ability. on human
(consensus). abilities. Neoliberalism AO1 capital.
• Schools as 'society in • Particularistic • State shouldn’t provide services like • A
healthcare education and transport.
miniature'= prepares standards- rules meritocrati
• Privatizing businesses which were
children to only apply to a c education
previously state run to help increase
cooperate with non- child. competition- allows the regulation of system
Durkheim- specialist skills
parents/friends, whilst • Universal serves this
AO1/2
markets.
following norms. standards- rules • The value of education increases by best by
• Modern industrial
economies need social apply from wider adding competition between schools to allocating
society. help drive up standards. individuals
Functionalism and New Right
solidarity for products
produced • Meritocracy- school on talent,
• Requires specialist acts as a 'focal increasing
knowledge which
Similarities with productivity
Chubbs socialising
and Moe- agency'
Voucher system AO1/2 Functionalism AO3
education teaches.
Functionalism and acting
• Education failsas
asathere's...
bridge • Marxists argue it passes on. MC
new right betweenas
• No opportunity family and
only private schools can ideology.
• Agree that wider
deliver high society.
quality education. They don’t • Only 1/3 of 16–19-year-olds can
some are more produce specialist skills for the economy. access good apprenticeships.
talented than • Voucher system- schools compete to • Education doesn’t teach the
others. attract students by improvements. specialised skills.
• Meritocracy to Families are given a voucher to spend on •
• Puppets
Two rolesonfora the
string, Wong's
state AO1/2
meet economic education of their choice. oversocialised view.
• Single national curriculum- instills
standards. • 5% of low-income families do better in shared heritage for pupils and
• Secondary private than state schools. opposes multi-cultural education
society- instills New Right AO3 reflecting other ethnic minorities in
a sense • Inadequete school funding- Feb 1st the UK.
of national 2023 strike (NEU). • Framework- Oftsed reports and
shared identity. • Marxism publishing school league tables of
• KEY • Gerwitz and Ball- Benefits MC who have GCSE and A-level results.
DIFFERENCE- Ed social and economic capital to access
ucation fails to desirable schools.
meet goals as
its state run.
, Cohen (1984) Meritocracy is a myth AO1/2 Bowles and Gintis AO2 Althusser- AO1/2
AO1/2 • Compliant and disciplined • Study of 237 NYC high • Ideological state
• Youth characteristics are school students. apparatus (ISA)-
training rewarded in school with • Rewarded submissive and maintaining ideology of
schemes- higher attainment in compliant traits within bougeoisie through
Marxis
teaches qualifications, which turns students. controlling beliefs and
youngers out with low paid jobs, • Creative students values. Examples include:
attitudes being exploited by their got lower grades. the media, education and
and values bosses. • Conclusion: schools religion.
for • Not being reproduce compliant • Repressive
m
subordinat sufficiently awarded for workers for capitalism, state apparatus (RSA)- fo
e labour their efforts. distorting student rce or threat of the
force. development. bourgeoisie. Examples
• Lowers include: Police and court
aspiration systems.
s to •
Correspondence principle AO1/2 Both legitimises class
Paulaccept
Willis (1977) AO1/2 • Parallels between schooling and inequality, persuading
capitalist society.
low paid in the way schools serves
• Interested workers that it WC
is to be
work. • Operates through hidden curriculum- prepares
capitalism used the interactionist exploited workers. inevitable.
approach. • Lessons are indirectly taught.
• Lads' counter-culture study. • Headteachers= employers.
• Observation and unstructured interviews. • Students= employees.
• 12 WC boys transitioning from school to Marxism AO3
work. • Post modernists- reject correspondence principle. Post
• Disliked conformist boys (ear'oles), fordist economy needs schools to reproduce diversity
disobeyed school's values, rejecting not inequality.
meritocracy. • Determinism- assume pupils have no free will and
• Developed an anti-school subculture. passively accept indoctrination- fails to explain why
• Saw intellectual work as inferior. pupils reject school's values.
• Resisting school's rules ensures they • Feminists- Macdonald- schools reproduce inequality AND
receive no degrees to become unskilled patriarchy.
labour workers for capitalism.
