Durkheim
Secondary socialization 3 main function
• Passes universal norms and values shared by broader society based on value
• Secondary social
consensus (unlike particularistic norms passed by family in primary socialization)
• Allows individuals to become fully-functional members of society (how to • Role allocatio
behave) • Necessary skills for
• Mechanical solidarity in agrarian societies (agriculture) meant people had little
contact with people outside community + family can do most of socialization
• Education increasingly performs this role in modern, complex industrial society
based on organic solidarity (must learn norms of broader society like pledge of
allegiance to American flag = more organised system required)
Consensus
• Nature of industrial society means people must learn skills to perform specific theories of the
economic role (as well as common knowledge)→ specialized division of labour) role of education: Parsons
Influenced by Durkheim
How is this done
Functionalist
1. Instilling Social solidarity (history lessons = feel of common goals and shared Meritocracy
heritage/ learn how to get on with different backgrounds) • Society where jobs + pay are allocated
2. Teaching social rules (interaction with school rules teaches about punishment + not status
peers like colleagues -> ‘society in miniature’) • Achieved status = position in society bas
3. Teaching specialist skills (work in mass production that needs technical Davis + Moore • Ascribed status = position in society bas
knowledge/ nature of jobs change between generations so parents can't teach Role allocation did
skills like in agrarian society) • Education sifts and sorts into appropriate jobs
(elements are ascribed like natural ability BUT How is this done
Evaluation is fair) 1. System teaches value of effort (reward
Marxists question who ‘shared values’ benefit – powerful use education to spread • Social stratification (system of unequal qualifications = access better paid jobs
their ideology rewards) is essential for meritocracy
• Blau + Duncan say that modern economy Evaluation
Ideas outdated: depends on human capital (workers skills) +
-postmodernists argue contemporary society is diverse + schools don’t + shouldn’t Merton said some people found it harder to
meritocratic system allows pupils to prove dream’ of material success = source of crim
produce value consensus their abilites
-contemporary economy not based on assembly lines so system described may not (dysfunctional outcome of meritocracy)
suit
Evaluation Marxists argue there is ‘myth of meritocrac
-some question if schools provide adequate training for work (knowledge learnt is of
Marxists say that social stratification means -proletariat made to believe rich got positi
limited use compared to in-work training)
system fails to grade by ability + reinforces accept inequality as fair
Hargreaves (1982) argued system encourages individualism + competition rather advantages of the the bourgeoise (reproduction of -class inequalities reproduced through edu
than social solidarity (educational norms discourage collaborative learning by saying inequality) -creates false class consciousness (don't r
its cheating) exploited by the bourgeoisie + contribute to
Best qualifications don’t necessarily have best exploitation)
Wolf (2011) found high quality apprenticeships are rare + don't result in high paid jobs incomes ( family connections/ graduate
(doesn’t teach specialist skills adequately) unemployment) Bowles + Gintis found IQ played small part
economic success depended on class/ethn
, What is it? Similarities to functionalism
• Education should be meritocratic Chubb and Moe (1990) consumer choice
Conservative political perspective • Some people are naturally more talented
Central principle → state cannot meet people’s • Education should teach national identity Say America’s state schools failed + should be placed in
needs so left to meet own needs through free (based on comparison of 60,000 WC pupils in state vs private
market BUT do 5% better in private school)
Think state is failing to achieve this
1980’s think tank that advises government Claimed:
• State education failed disadvantaged grou
Argue that state takes ‘one size fits all approach’ • Pupils not equipped with skills needed for w
with funding/policies (ignores individual needs like • Private schools more efficient and productive because mu
gang culture or local industries) Consensus (paying customer)
theories of the
role of education: Solution:
Privatization = schools go from being run by state to private companies Schools should not receive guaranteed funding but get ‘educ
(academies)
New Right parents to spend at school of choice = forced to i
Ball and Youdell (2007) identified…
Endogenous privatisation Exogenous privatisation (private
(marketisation) companies take over aspects)
‘Free market’ (Schools compete for Academies
pupils + standard increases to attract)
Evaluation
Formula funding (enrolled pupils bring Standardised examination systems
funding so listen to needs to attract (Edexcel) Ball (1994) argues competition between scho
pupils to get funding) benefits MC (access better schools using cult
Performance related pay for teachers Building/maintenance (financed by economic capital)
(to raise standards – removed PFI)
September 2024)
Critics argue reason for lower standards is la
Parentocracy (parents have choice of
school instead of catchment area)
funding not state control
Influenced social policy: However, think the state can still fulfill 2 roles: Contradict themselves = say they want paren
AND compulsory national curriculum
1988 Education reform Act 1. Impose strict, standardized framework for schools to
- Margaret Thatcher’s conservative compete in (OFSTED inspections/formula funding)
government Marxists argue there is no shared culture (ru
2. Ensure schools transmit shared culture (national culture that devalues WC and ethnic minority
curriculum/ British values by David Cameron)
, Marxism
Willis – ‘Learning to Labour’ (1977) Bowles & Gintis
2 main social classes in capitalist industrial society:
• Ruling class (bourgeoisie) Correspondence principle: school mirro
• Subject class (proletariat) Shows that WC pupils can resist being indoctrinated prepare WC pupils for role of exploited
(Bowles & Gintis ignore this)
”work casts a long shadow ov
Ruling class own means of production (factories/raw materials) +
capital Used qualitative methods (unstructured
interview/participant observation) to study counter-culture Operates through the hidden curriculum
Subject class sell their labor for wages (value is less than profit of of 12 WC boys
ruling capitalists so they are exploited) Hierarchy in school (head, CEO, m
economic base of society (Infrastructure) shapes rest of society Their counter-culture opposes school (scornful about staff, prefects, pupils) workers
(superstructure). The economic relationships between classes are conformist boys – Ear’oles)
reflected in superstructure (distorted picture of society)
Rewards + sanctions Bonuse
Find school meaningless so go against values by truanting (certificates and points) doing as
Hegemony = dominance of ruling class ideas and disrupting → reject idea that WC can get MC jobs as
Hegemonic control = control of working class through hegemony they reject school and still end up in WC job
(Detention for disruption) Discipli
Conflict
losing jo
Karl Marx theories of the
role of Passive + docile Capitali
Argues education is based on class division + (discourage creativity + passive
education:
capitalist exploitation – NOT consensus complaints)
Marxist
Thinks proletariat will unite to overthrow
Study of 237 NY students found school r
capitalism to make a classless society
punctuality that makes a submissive wo
Education reproduces class inequality + prevents
Myth of meritocracy: way to justify privi
WC revolution
classes get + others can ‘work hard’ to
Althusser education is ‘Giant myth makin
Bourgeoisie maintain power using:
1. Repressive state apparatus (force) = police/court Evaluation
2. Ideological state apparatus (institutions) = religion/
education/ media Postmodernists argue education creates diversity (not inequality) + workforce required in Post-Fordist economy is
described
Education has 2 functions:
1. Reproduces class inequality (failing each successive
Correspondence principle is too deterministic (assumes all pupils are passive and fails to explain those to resist i
gen of WC pupils)
2. Legitimising class inequality (indoctrinate workers to
Willis)
accept inequality is inevitable + they deserve
subordinate position in society) Morrow & Torres (1998) argue society is more diverse than just class-first approach taken (ignore inequalities of r
→ Ensures WC are in state of false class consciousness + Willis's study is not representative
less likely to challenge capitalism
Macdonald (1980) says they ignore that education reproduces patriarchy
Secondary socialization 3 main function
• Passes universal norms and values shared by broader society based on value
• Secondary social
consensus (unlike particularistic norms passed by family in primary socialization)
• Allows individuals to become fully-functional members of society (how to • Role allocatio
behave) • Necessary skills for
• Mechanical solidarity in agrarian societies (agriculture) meant people had little
contact with people outside community + family can do most of socialization
• Education increasingly performs this role in modern, complex industrial society
based on organic solidarity (must learn norms of broader society like pledge of
allegiance to American flag = more organised system required)
Consensus
• Nature of industrial society means people must learn skills to perform specific theories of the
economic role (as well as common knowledge)→ specialized division of labour) role of education: Parsons
Influenced by Durkheim
How is this done
Functionalist
1. Instilling Social solidarity (history lessons = feel of common goals and shared Meritocracy
heritage/ learn how to get on with different backgrounds) • Society where jobs + pay are allocated
2. Teaching social rules (interaction with school rules teaches about punishment + not status
peers like colleagues -> ‘society in miniature’) • Achieved status = position in society bas
3. Teaching specialist skills (work in mass production that needs technical Davis + Moore • Ascribed status = position in society bas
knowledge/ nature of jobs change between generations so parents can't teach Role allocation did
skills like in agrarian society) • Education sifts and sorts into appropriate jobs
(elements are ascribed like natural ability BUT How is this done
Evaluation is fair) 1. System teaches value of effort (reward
Marxists question who ‘shared values’ benefit – powerful use education to spread • Social stratification (system of unequal qualifications = access better paid jobs
their ideology rewards) is essential for meritocracy
• Blau + Duncan say that modern economy Evaluation
Ideas outdated: depends on human capital (workers skills) +
-postmodernists argue contemporary society is diverse + schools don’t + shouldn’t Merton said some people found it harder to
meritocratic system allows pupils to prove dream’ of material success = source of crim
produce value consensus their abilites
-contemporary economy not based on assembly lines so system described may not (dysfunctional outcome of meritocracy)
suit
Evaluation Marxists argue there is ‘myth of meritocrac
-some question if schools provide adequate training for work (knowledge learnt is of
Marxists say that social stratification means -proletariat made to believe rich got positi
limited use compared to in-work training)
system fails to grade by ability + reinforces accept inequality as fair
Hargreaves (1982) argued system encourages individualism + competition rather advantages of the the bourgeoise (reproduction of -class inequalities reproduced through edu
than social solidarity (educational norms discourage collaborative learning by saying inequality) -creates false class consciousness (don't r
its cheating) exploited by the bourgeoisie + contribute to
Best qualifications don’t necessarily have best exploitation)
Wolf (2011) found high quality apprenticeships are rare + don't result in high paid jobs incomes ( family connections/ graduate
(doesn’t teach specialist skills adequately) unemployment) Bowles + Gintis found IQ played small part
economic success depended on class/ethn
, What is it? Similarities to functionalism
• Education should be meritocratic Chubb and Moe (1990) consumer choice
Conservative political perspective • Some people are naturally more talented
Central principle → state cannot meet people’s • Education should teach national identity Say America’s state schools failed + should be placed in
needs so left to meet own needs through free (based on comparison of 60,000 WC pupils in state vs private
market BUT do 5% better in private school)
Think state is failing to achieve this
1980’s think tank that advises government Claimed:
• State education failed disadvantaged grou
Argue that state takes ‘one size fits all approach’ • Pupils not equipped with skills needed for w
with funding/policies (ignores individual needs like • Private schools more efficient and productive because mu
gang culture or local industries) Consensus (paying customer)
theories of the
role of education: Solution:
Privatization = schools go from being run by state to private companies Schools should not receive guaranteed funding but get ‘educ
(academies)
New Right parents to spend at school of choice = forced to i
Ball and Youdell (2007) identified…
Endogenous privatisation Exogenous privatisation (private
(marketisation) companies take over aspects)
‘Free market’ (Schools compete for Academies
pupils + standard increases to attract)
Evaluation
Formula funding (enrolled pupils bring Standardised examination systems
funding so listen to needs to attract (Edexcel) Ball (1994) argues competition between scho
pupils to get funding) benefits MC (access better schools using cult
Performance related pay for teachers Building/maintenance (financed by economic capital)
(to raise standards – removed PFI)
September 2024)
Critics argue reason for lower standards is la
Parentocracy (parents have choice of
school instead of catchment area)
funding not state control
Influenced social policy: However, think the state can still fulfill 2 roles: Contradict themselves = say they want paren
AND compulsory national curriculum
1988 Education reform Act 1. Impose strict, standardized framework for schools to
- Margaret Thatcher’s conservative compete in (OFSTED inspections/formula funding)
government Marxists argue there is no shared culture (ru
2. Ensure schools transmit shared culture (national culture that devalues WC and ethnic minority
curriculum/ British values by David Cameron)
, Marxism
Willis – ‘Learning to Labour’ (1977) Bowles & Gintis
2 main social classes in capitalist industrial society:
• Ruling class (bourgeoisie) Correspondence principle: school mirro
• Subject class (proletariat) Shows that WC pupils can resist being indoctrinated prepare WC pupils for role of exploited
(Bowles & Gintis ignore this)
”work casts a long shadow ov
Ruling class own means of production (factories/raw materials) +
capital Used qualitative methods (unstructured
interview/participant observation) to study counter-culture Operates through the hidden curriculum
Subject class sell their labor for wages (value is less than profit of of 12 WC boys
ruling capitalists so they are exploited) Hierarchy in school (head, CEO, m
economic base of society (Infrastructure) shapes rest of society Their counter-culture opposes school (scornful about staff, prefects, pupils) workers
(superstructure). The economic relationships between classes are conformist boys – Ear’oles)
reflected in superstructure (distorted picture of society)
Rewards + sanctions Bonuse
Find school meaningless so go against values by truanting (certificates and points) doing as
Hegemony = dominance of ruling class ideas and disrupting → reject idea that WC can get MC jobs as
Hegemonic control = control of working class through hegemony they reject school and still end up in WC job
(Detention for disruption) Discipli
Conflict
losing jo
Karl Marx theories of the
role of Passive + docile Capitali
Argues education is based on class division + (discourage creativity + passive
education:
capitalist exploitation – NOT consensus complaints)
Marxist
Thinks proletariat will unite to overthrow
Study of 237 NY students found school r
capitalism to make a classless society
punctuality that makes a submissive wo
Education reproduces class inequality + prevents
Myth of meritocracy: way to justify privi
WC revolution
classes get + others can ‘work hard’ to
Althusser education is ‘Giant myth makin
Bourgeoisie maintain power using:
1. Repressive state apparatus (force) = police/court Evaluation
2. Ideological state apparatus (institutions) = religion/
education/ media Postmodernists argue education creates diversity (not inequality) + workforce required in Post-Fordist economy is
described
Education has 2 functions:
1. Reproduces class inequality (failing each successive
Correspondence principle is too deterministic (assumes all pupils are passive and fails to explain those to resist i
gen of WC pupils)
2. Legitimising class inequality (indoctrinate workers to
Willis)
accept inequality is inevitable + they deserve
subordinate position in society) Morrow & Torres (1998) argue society is more diverse than just class-first approach taken (ignore inequalities of r
→ Ensures WC are in state of false class consciousness + Willis's study is not representative
less likely to challenge capitalism
Macdonald (1980) says they ignore that education reproduces patriarchy
