Education + Theories and Methods: Ishmael Safdar-
Ahmed
Topic 1 – The role and functions of the education system,
Including its relationship to the economy and to class
structure.
The Functionalist perspective:
This is a Macro (Large large-scale) structural approach.
The Four Main Functions are:
1. Passing on society’s culture (Secondary socialisation) and building social
solidarity (Durkheim) and social cohesion through a value consensus.
2. Parsons saw education as providing a bridge between the particularistic
values and ascribed status of the family and the universalistic values and
achieved status of society. Durkheim saw the school as a miniature society
based on meritocratic values where everyone achieves their position through
skills and qualifications – Ascribed Status vs Achieved status.
- He also talks about Specialised skills – Students are taught skills that are
required for specific jobs.
3. Schultz sees education as developing human capital – a trained and
qualified labour force, benefiting the economy. – the worth of a person
4. Davis and Moore see education as selecting and allocating people for
roles in a meritocratic society in which everyone has equality of opportunity –
fitting the most able and qualified people into the hierarchy of unequal positions
in society.
The 3s’s of functionalism:
Functionalists believe education has 3s’s.
- Skills – Teaches skills.
- Sorting – role allocation.
- Socialisation – transmitting societal norms and values.
The Functions that Functionalists believe education carries out:
Secondary socialisation.
Develops independence.
Co-operation.
Qualifications.
Develops routine.
Teaches norms and values.
Weaknesses in Durkheim’s theories:
Is education really effective in transmitting the norms and values of society
when there are deviant children?
Does everyone share the same norms and values?
Criticism of the Functionalist View:
Marxists argue schooling passes on not shared values but those of the
dominant class.
, Feminists argue schooling passes on patriarchal values, disadvantaging girls,
and women.
Society is not based on Universalistic values – inherited wealth and social
characteristics like class background, gender and ethnicity still affect access to
the highest positions.
Schooling and educational qualifications have a weak relationship with the jobs
people eventually get. Employers often complain schools do not provide a well-
disciplined and qualified labour force.
Education is not meritocratic – Social class, Gender and Ethnicity are still major
barriers to success in education and the development of talents, even for those
with the same ability.
Marxists argue education simply reproduces the inequalities that exist outside
school.
Functionalists exaggerate the role of education, and ignore wider influences
on socialising young people, like the family and the media.
The New Right Perspective:
The New Right Shares the Functionalist Perspective.
Education should be concerned with training the workforce (Chubb and
Moe)
Education should be run on meritocratic lines, with fair and open competition
ensuring the most talented are recruited into the most important jobs.
Education should socialise young people into collective values and responsible
citizenship.
Charles Murray – Underclass – Those in the underclass with no parental
figure often tend to join anti-school subcultures
Pryce argue that black underachievement is due to; lack of male role-
models, failure to embrace meritocratic British culture, less resistance to
racism leading to low self-esteem.
- Lawrence argues that Pryce is wrong as he is merely Victim blaming – he
argues it is instead racism in education.
Patricia Morgan argues that single parent families breed delinquents.
The New Right has had important influences on education policy.
Limiting the role of the state – schools run more independently, like academies
and free schools – and the state should not regulate a free-market
Wider parental choice of schools.
Higher standards.
More competition between schools (Marketisation, league tables etc.,).
Similarities with Functionalism Difference
- Both believe that inequality is - New Right do not believe that
justified as some pupils are the current education system
naturally more able than others. is meeting these needs – this is
- They both value meritocratic because it is run by the
ideals, open competition & using state/government i.e. not
evidence to meet the needs of the privatised.
economy (role allocation and the - The New Right argue that the state
division of labour) takes a ‘one size fits all approach’
- Education should socialise pupils to schools. The state tries to
, into shared norms, values and impose the same regulations,
identities – fundamental British policies & funding to all schools.
values. This ignores local and
individual needs i.e. those of
pupils, parents & staff within
school.
Gewirtz criticised Chubb + Moe’s voucher system – he claims it creates a postcode
lottery. Where educational choice is provided there is often inequalities with access.
The majority of grammar schools exist in the south of England this creates a north-
south divide. Formula funding creates an increase in class sizes for schools struggling
with budgets. Therefore, less student one-to-one time with teachers. Running a school
like a business can create an environment where students are seen as financial
commodities rather than pupils. Profit over pupils.
The Marxist Perspective
Education is a form of social control, encouraging young people to be
conformists, to accept their social positions and current patterns of inequality in
power, wealth and income.
Althusser (Armchair theorising) argues the education system is an
ideological state apparatus passing on ruling-class ideology justifying the
capitalist system, selecting people for different positions in the class structure
and ensuring they have the right conformist attitudes.
- This is supported by the banning of radical anti-capitalist ideas in schools.
Education reproduces and legitimises the existing class structure and
confirms pupils’ class of origins (The one they are born in) as their class
of destination (The one they end up in as adults). Those who fail in education
are blamed for their own lack of ability and effort, rather than considering the
material and cultural barriers they face in schooling.
- Myth of Meritocracy
Bourdieu argues the culture of education is the culture of the dominant class.
The middle and upper class have access to cultural capital helping them to
succeed. School devalues working-class culture, making it harder for those from
working-class backgrounds without cultural capital to succeed in education.
Illich and Freire see schools as repressive, promoting conformity and
passivity, discouraging criticism, and encouraging acceptance of existing
inequalities and the interests of the powerful. Illich suggests abolishing
schools – ‘Deschooling society’.
Bowles and Gintis argue schooling prepares young people for work through
the hidden curriculum which operates in ‘the long shadow of work’. Pupil
experiences and the hidden curriculum at school correspond with/mirroring the
culture, values and organisation of the adult workplace – e.g. Pupils’ lack of
power and control mirrors that of workers; grading by ability and exam success
reflects difference in pay and status in work. Correspondence theory – Top-
down view.
Althusser, Bowles and Gintis – Indoctrination – Schools ‘Brainwash’ pupils
to be ideal workers.
- They are taught to be Obedient and Passive – students don’t see this as
exploitative nature as they are socialised to respect authority – This leads to a
False Class Consciousness
Paul Willis; Criticises the idea of indoctrination – Bottom-up social
action view:
, Counter school culture. Students are active participants – some of
whom choose to fail. ‘The lads’ formed their friendship group which had a
counter-school culture. They focused on ‘having a laff’ to cope with the
boredom. they felt at school & in work. But they clearly just try to cope. with
tedium and oppression instead of actively challenging it.
The 3 p’s of Marxism:
- Prepares – To work in the future.
- Pacifies – stopping resistance.
- Propaganda – Designed to support the ruling class.
Criticisms of Marxism:
1. Much of the Marxist work has little research to back up its conclusions.
2. Pupils often rebel against the school and aren’t always the passive conformists
Marxists suggest – e.g. Willis’s research into the counter-school subculture
among working-class ‘lads’.
3. Marxists place too much emphasis on the role of education, and ignore wider
influences on young people, like the family and the media.
Comparing Functionalism and Marxism:
What they both share:
Both are Macro structuralist theories of education.
Both see schools playing a role in justifying inequality.
Both see schools as powerful socialising influences
How they differ:
Functionalism Marxism
- Socialisation into a value - Socialisation into the
consensus dominant ideology.
- Education builds social - Education is a means of
cohesion in societies based social control in societies
on consensus. based on inequality and class
conflict.
- Role allocation on a - Education is not based on
meritocratic basis in meritocracy, and there is no
societies with equality of equality of opportunity.
opportunity for all.
- Education provides a means - Education confirms class of
of upward social mobility for origin and class of
the most able. destination.
Vocational education and the development of human capital:
Vocational education involves work experience, expansion of training courses, and
greater emphasis on basic numeracy, literacy and communication skills to prepare a
more flexible and suitability-qualified workforce – what Schulz called ‘Human
capital’ – to meet the needs of the economy. This is most commonly associated with
a Functionalist view of education.
Ahmed
Topic 1 – The role and functions of the education system,
Including its relationship to the economy and to class
structure.
The Functionalist perspective:
This is a Macro (Large large-scale) structural approach.
The Four Main Functions are:
1. Passing on society’s culture (Secondary socialisation) and building social
solidarity (Durkheim) and social cohesion through a value consensus.
2. Parsons saw education as providing a bridge between the particularistic
values and ascribed status of the family and the universalistic values and
achieved status of society. Durkheim saw the school as a miniature society
based on meritocratic values where everyone achieves their position through
skills and qualifications – Ascribed Status vs Achieved status.
- He also talks about Specialised skills – Students are taught skills that are
required for specific jobs.
3. Schultz sees education as developing human capital – a trained and
qualified labour force, benefiting the economy. – the worth of a person
4. Davis and Moore see education as selecting and allocating people for
roles in a meritocratic society in which everyone has equality of opportunity –
fitting the most able and qualified people into the hierarchy of unequal positions
in society.
The 3s’s of functionalism:
Functionalists believe education has 3s’s.
- Skills – Teaches skills.
- Sorting – role allocation.
- Socialisation – transmitting societal norms and values.
The Functions that Functionalists believe education carries out:
Secondary socialisation.
Develops independence.
Co-operation.
Qualifications.
Develops routine.
Teaches norms and values.
Weaknesses in Durkheim’s theories:
Is education really effective in transmitting the norms and values of society
when there are deviant children?
Does everyone share the same norms and values?
Criticism of the Functionalist View:
Marxists argue schooling passes on not shared values but those of the
dominant class.
, Feminists argue schooling passes on patriarchal values, disadvantaging girls,
and women.
Society is not based on Universalistic values – inherited wealth and social
characteristics like class background, gender and ethnicity still affect access to
the highest positions.
Schooling and educational qualifications have a weak relationship with the jobs
people eventually get. Employers often complain schools do not provide a well-
disciplined and qualified labour force.
Education is not meritocratic – Social class, Gender and Ethnicity are still major
barriers to success in education and the development of talents, even for those
with the same ability.
Marxists argue education simply reproduces the inequalities that exist outside
school.
Functionalists exaggerate the role of education, and ignore wider influences
on socialising young people, like the family and the media.
The New Right Perspective:
The New Right Shares the Functionalist Perspective.
Education should be concerned with training the workforce (Chubb and
Moe)
Education should be run on meritocratic lines, with fair and open competition
ensuring the most talented are recruited into the most important jobs.
Education should socialise young people into collective values and responsible
citizenship.
Charles Murray – Underclass – Those in the underclass with no parental
figure often tend to join anti-school subcultures
Pryce argue that black underachievement is due to; lack of male role-
models, failure to embrace meritocratic British culture, less resistance to
racism leading to low self-esteem.
- Lawrence argues that Pryce is wrong as he is merely Victim blaming – he
argues it is instead racism in education.
Patricia Morgan argues that single parent families breed delinquents.
The New Right has had important influences on education policy.
Limiting the role of the state – schools run more independently, like academies
and free schools – and the state should not regulate a free-market
Wider parental choice of schools.
Higher standards.
More competition between schools (Marketisation, league tables etc.,).
Similarities with Functionalism Difference
- Both believe that inequality is - New Right do not believe that
justified as some pupils are the current education system
naturally more able than others. is meeting these needs – this is
- They both value meritocratic because it is run by the
ideals, open competition & using state/government i.e. not
evidence to meet the needs of the privatised.
economy (role allocation and the - The New Right argue that the state
division of labour) takes a ‘one size fits all approach’
- Education should socialise pupils to schools. The state tries to
, into shared norms, values and impose the same regulations,
identities – fundamental British policies & funding to all schools.
values. This ignores local and
individual needs i.e. those of
pupils, parents & staff within
school.
Gewirtz criticised Chubb + Moe’s voucher system – he claims it creates a postcode
lottery. Where educational choice is provided there is often inequalities with access.
The majority of grammar schools exist in the south of England this creates a north-
south divide. Formula funding creates an increase in class sizes for schools struggling
with budgets. Therefore, less student one-to-one time with teachers. Running a school
like a business can create an environment where students are seen as financial
commodities rather than pupils. Profit over pupils.
The Marxist Perspective
Education is a form of social control, encouraging young people to be
conformists, to accept their social positions and current patterns of inequality in
power, wealth and income.
Althusser (Armchair theorising) argues the education system is an
ideological state apparatus passing on ruling-class ideology justifying the
capitalist system, selecting people for different positions in the class structure
and ensuring they have the right conformist attitudes.
- This is supported by the banning of radical anti-capitalist ideas in schools.
Education reproduces and legitimises the existing class structure and
confirms pupils’ class of origins (The one they are born in) as their class
of destination (The one they end up in as adults). Those who fail in education
are blamed for their own lack of ability and effort, rather than considering the
material and cultural barriers they face in schooling.
- Myth of Meritocracy
Bourdieu argues the culture of education is the culture of the dominant class.
The middle and upper class have access to cultural capital helping them to
succeed. School devalues working-class culture, making it harder for those from
working-class backgrounds without cultural capital to succeed in education.
Illich and Freire see schools as repressive, promoting conformity and
passivity, discouraging criticism, and encouraging acceptance of existing
inequalities and the interests of the powerful. Illich suggests abolishing
schools – ‘Deschooling society’.
Bowles and Gintis argue schooling prepares young people for work through
the hidden curriculum which operates in ‘the long shadow of work’. Pupil
experiences and the hidden curriculum at school correspond with/mirroring the
culture, values and organisation of the adult workplace – e.g. Pupils’ lack of
power and control mirrors that of workers; grading by ability and exam success
reflects difference in pay and status in work. Correspondence theory – Top-
down view.
Althusser, Bowles and Gintis – Indoctrination – Schools ‘Brainwash’ pupils
to be ideal workers.
- They are taught to be Obedient and Passive – students don’t see this as
exploitative nature as they are socialised to respect authority – This leads to a
False Class Consciousness
Paul Willis; Criticises the idea of indoctrination – Bottom-up social
action view:
, Counter school culture. Students are active participants – some of
whom choose to fail. ‘The lads’ formed their friendship group which had a
counter-school culture. They focused on ‘having a laff’ to cope with the
boredom. they felt at school & in work. But they clearly just try to cope. with
tedium and oppression instead of actively challenging it.
The 3 p’s of Marxism:
- Prepares – To work in the future.
- Pacifies – stopping resistance.
- Propaganda – Designed to support the ruling class.
Criticisms of Marxism:
1. Much of the Marxist work has little research to back up its conclusions.
2. Pupils often rebel against the school and aren’t always the passive conformists
Marxists suggest – e.g. Willis’s research into the counter-school subculture
among working-class ‘lads’.
3. Marxists place too much emphasis on the role of education, and ignore wider
influences on young people, like the family and the media.
Comparing Functionalism and Marxism:
What they both share:
Both are Macro structuralist theories of education.
Both see schools playing a role in justifying inequality.
Both see schools as powerful socialising influences
How they differ:
Functionalism Marxism
- Socialisation into a value - Socialisation into the
consensus dominant ideology.
- Education builds social - Education is a means of
cohesion in societies based social control in societies
on consensus. based on inequality and class
conflict.
- Role allocation on a - Education is not based on
meritocratic basis in meritocracy, and there is no
societies with equality of equality of opportunity.
opportunity for all.
- Education provides a means - Education confirms class of
of upward social mobility for origin and class of
the most able. destination.
Vocational education and the development of human capital:
Vocational education involves work experience, expansion of training courses, and
greater emphasis on basic numeracy, literacy and communication skills to prepare a
more flexible and suitability-qualified workforce – what Schulz called ‘Human
capital’ – to meet the needs of the economy. This is most commonly associated with
a Functionalist view of education.
