Topic 1 – role of education
FUNCTIONALISM – (PARSONS AND DURKHEIM)
1) Pass on society’s culture, norms and values to help build social solidarity (done through
hidden curriculum and overt curriculum, in subjects such as PSHE). This helps to develop a
value consensus as people learn to share values.
Criticisms:
Marxists – There is no value consensus, but only ruling-class ideologies that people are
socialised into accepting, as the education system is an ideological state apparatus
(Althusser).
Feminists – The education system only passes on patriarchal values which benefits males
(and disadvantages females).
2) Build a bridge between the particularistic values and ascribed status of the family and the
universalistic values and achieved status of wider society – Talcott Parsons.
Particularistic values – the treatment of individuals that gives priority to personal
relationships, and their status is ascribed to them as a younger or older child (therefore
being treated differently from this status compared to other members of the family).
Universalistic values – everyone is treated equally, so they must earn their status through
hard work (e.g. doctors earn their high status through years of study).
Taught in schools as teachers mark all work using the same criteria, not giving preferential
treatment to work based on who’s work it is.
Criticisms:
Doubt about there actually being universalistic values and achieved status, as many upper-
class individuals inherit wealth and status. Also, the existence of the monarchy proves
against universalistic values and achieved status.
3) Developing human capital – Schultz. Large spending on education is justified as it produces a
skilled workforce which is necessary to building a successful economy. This is especially
important due to the wide range of jobs that need to be filled from the specialised division
of labour.
Criticisms:
Weak link between qualifications and job status. Many graduates are unemployed, and
many people with very few qualifications own successful businesses.
School content can sometimes be irrelevant, as most skills are learned on the job.
4) Allocating roles in a meritocratic society, legitimising social inequality – Davis and Moore.
Education system helps allocate jobs depending on peoples’ talent and ability. The most
hard-working individuals attain the most important job roles (e.g. doctors). There is equality
of opportunity in this meritocratic society, as everyone does the same exams so they have
the same opportunity to achieve the same qualifications, therefore legitimising social
inequality.
Criticisms:
Bowles and Gintis – There is no equality of opportunity, meritocracy is a myth. This ignores
other influences on achievement, such as class, gender and ethnicity.
Not everyone starts at the same point, so don’t have the same chance of success.
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FUNCTIONALISM – (PARSONS AND DURKHEIM)
1) Pass on society’s culture, norms and values to help build social solidarity (done through
hidden curriculum and overt curriculum, in subjects such as PSHE). This helps to develop a
value consensus as people learn to share values.
Criticisms:
Marxists – There is no value consensus, but only ruling-class ideologies that people are
socialised into accepting, as the education system is an ideological state apparatus
(Althusser).
Feminists – The education system only passes on patriarchal values which benefits males
(and disadvantages females).
2) Build a bridge between the particularistic values and ascribed status of the family and the
universalistic values and achieved status of wider society – Talcott Parsons.
Particularistic values – the treatment of individuals that gives priority to personal
relationships, and their status is ascribed to them as a younger or older child (therefore
being treated differently from this status compared to other members of the family).
Universalistic values – everyone is treated equally, so they must earn their status through
hard work (e.g. doctors earn their high status through years of study).
Taught in schools as teachers mark all work using the same criteria, not giving preferential
treatment to work based on who’s work it is.
Criticisms:
Doubt about there actually being universalistic values and achieved status, as many upper-
class individuals inherit wealth and status. Also, the existence of the monarchy proves
against universalistic values and achieved status.
3) Developing human capital – Schultz. Large spending on education is justified as it produces a
skilled workforce which is necessary to building a successful economy. This is especially
important due to the wide range of jobs that need to be filled from the specialised division
of labour.
Criticisms:
Weak link between qualifications and job status. Many graduates are unemployed, and
many people with very few qualifications own successful businesses.
School content can sometimes be irrelevant, as most skills are learned on the job.
4) Allocating roles in a meritocratic society, legitimising social inequality – Davis and Moore.
Education system helps allocate jobs depending on peoples’ talent and ability. The most
hard-working individuals attain the most important job roles (e.g. doctors). There is equality
of opportunity in this meritocratic society, as everyone does the same exams so they have
the same opportunity to achieve the same qualifications, therefore legitimising social
inequality.
Criticisms:
Bowles and Gintis – There is no equality of opportunity, meritocracy is a myth. This ignores
other influences on achievement, such as class, gender and ethnicity.
Not everyone starts at the same point, so don’t have the same chance of success.
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