, HED4809 - SOCIOLOGY OF EDUCATION
ASSIGNMENT 1
DUE DATE: 2026
QUESTION 1
1.1 B
1.2 B
1.3 C
1.4 C
1.5 C
QUESTION 2
2.1 Functionalism and Schooling (10 marks)
The Functionalist theory, associated with sociologists such as Émile Durkheim and Talcott
Parsons, conceptualises schooling as a fundamental social institution that contributes to the
stability, cohesion, and smooth functioning of society. From this perspective, education
performs essential functions that ensure the continuity of shared values and the orderly
integration of individuals into the broader social system. One of the central roles of schooling
is socialisation, whereby learners are systematically exposed to the norms, values, beliefs,
and behaviours that are necessary for participation in society. Schools act as a bridge
between the family and wider society, moving learners from particularistic standards (based
on family background) to universalistic standards (based on merit and achievement) (Parsons,
1959). Through formal curricula and everyday interactions, learners internalise discipline,
punctuality, respect for authority, and cooperation, which are crucial for maintaining social
order (Durkheim, 1925).
ASSIGNMENT 1
DUE DATE: 2026
QUESTION 1
1.1 B
1.2 B
1.3 C
1.4 C
1.5 C
QUESTION 2
2.1 Functionalism and Schooling (10 marks)
The Functionalist theory, associated with sociologists such as Émile Durkheim and Talcott
Parsons, conceptualises schooling as a fundamental social institution that contributes to the
stability, cohesion, and smooth functioning of society. From this perspective, education
performs essential functions that ensure the continuity of shared values and the orderly
integration of individuals into the broader social system. One of the central roles of schooling
is socialisation, whereby learners are systematically exposed to the norms, values, beliefs,
and behaviours that are necessary for participation in society. Schools act as a bridge
between the family and wider society, moving learners from particularistic standards (based
on family background) to universalistic standards (based on merit and achievement) (Parsons,
1959). Through formal curricula and everyday interactions, learners internalise discipline,
punctuality, respect for authority, and cooperation, which are crucial for maintaining social
order (Durkheim, 1925).
