Summary SOCIOLOGY A LEVEL EDUCATION + RESEARCH METHODS NOTES (A*)

Functionalism
 Functionalists - very positive view of education

Durkheim - functions of education

 creating social solidarity
 teaching specialist skills
 education teaches children to act in the way that society expects them to - creating
social solidarity

Education and social solidarity

 durkeim - education functions to create social solidarity
 sense of belonging to a wider community/society
 history - links children to the past and present - promotes a sense of pride
 children constantly reminded of social obligations and how they are part of a bigger
whole - more important than the individual
 promotes solidarity by transmitting culture
 acts as a mini society
 important because without a common purpose and a sense of community - people
would become selfish and individualistic

Education and specialist skills

learning specialist skills for work

 trad societies - skills passed on through family or apprenticeships - education in
school not necessary
 advanced industrial economy - requires a complex division of labour
 school - learn the skills for this to take place
 e.g. specialising when we select gcses
 therefore - all members of society become equipped to perform the roles required -
occupation
 varied curriculum - student is well prepared to play their part in the social division of
labour

Parsons

 bridge between family and society - education
 families - ascribed status (each child has a unique and special status)
 school - universalistic and achieved status
 both school and society - meritocratic (not like family)

Davis and Moore

 schools select and allocate pupils for their future work roles
 begins the process through 'sifting and sorting' into ability groups
 the most able - highest marks and qualifications - highest positions

,  the least able - occupy the least well regarded positions
 justifed as the US education system if meritocratic
 every student has an equal chance to compete for the best paid positions
 ensures that the most talented individuals are employed in the most demanding
positions
 argument is based on meritocracy

the relative importance of jobs

 some jobs are more important to society than others
 education helps identify those capable of doing such jobs
 exams system - encourages competition, individual achievement and hard work -
linked to how those doing the most important jobs get the highest pay
 benefits society as a whole to have the most capable people in the most important jobs


New Right
intro to neo liberalism

 economic theory that favours free markets and minimal gov intervention
 individual liberty - freedom to choose
 market forces - competition
 promotes marketisation policies and transfer of services into private ownership - run
like businesses
 dominant philosophy of the tory party 1980s onwards
 the state cannot meet peoples needs or desires effectively - people should meet their
own needs through the free market
 supports the marketisation of education - consumers can choose the education that
best fits their needs

new right and functionalism similarities

 some are more talented than others
 meritocracy and competition
 education plays a vital role in socialising young people into shared norms and values

new right and functionalism differences

 new right were highly critical of the education system prior to the 80s
 as it was run by the state - uresponsive to individuals needs
 poorly performing schools not held accountable to their consumers

Chubb and Moe (1988)

 state education is unresponsive to the needs of pupils and parents and has low
standards
 private education has to please its customers in order to survive - high standards
 call for the introduction of a market system - voucher system

, Two roles for the state

 see a limited role for the state
 imposes a framework on schools in which they have to compete e.g ofsted and league
tables
 ensures that shcools transmit a shared culture

Marketisation

 process of introducing market forces into areas sun by the state
 schools, colleges and universities must compete for customers in an open market
 parents and students have the freedom to choose their school
 standards will rise because consumers will select the best performing schools
 educational institutions will have an incentive to raise standards

Performativity - Stephan Ball 2012

 performativity - data collected by schools with a focus on performance
 marketisation - leads to audits, inspections, appraisals, self reviews and quality
assurance
 means that schools cant be below standard

Privatisation

 private sector participation in education
 e.g. deals with private companies providing vending machines selling branded
products
 testing and tutoring by private companies
 the subcontratcing of services such as catering and cleaning to private companies -
private sector is seen as more efficient


Marxist
Two main functions of education in capitalist society

 reproduces inequalitites and social relations of production of capitalist society e.g
trains students from working class backgrounds to do working class jobs and provides
elite education for the children of the wealthy
 legitimates class inequalities through the myth of meritocracy - in reality positions
reflect class background rather than ability
 persuades workers to accept that inequality is inevitable and they deserve their place
in society - will not threaten the capitalist system

Althusser

 the state consists of two elements which keep the bourgeoisie in power
 the repressive state apparatuses - maintain the rule by force or the threat of it (e.g the
police, courts and army)