PSE4801 ASSIGNMENT 2 2025 UNIQUE NO. DUE DATE: JUNE 2025

PSE4801 ASSIGNMENT 2 2025 UNIQUE NO. DUE DATE: JUNE 2025PSE4801 Assignment 2 (2025) Chapter 1 1.1 Functionalism and Schooling Functionalism sees schooling as serving important functions for society: • Socializing individuals into norms and values. • Teaching essential skills and knowledge. • Allocating roles through merit-based assessment. • Integrating diverse populations into a cohesive society. • Promoting social order and stability. 1.2 Conflict (Marxist) Theory and Schooling Marxist theory views schooling as a means to maintain class inequality by: • Reproducing the capitalist ideology. • Preparing students for their roles in a divided labour market. • Reinforcing class divisions. • Promoting obedience and conformity. • Acting in the interests of the ruling class, not society at large. 1.3 Interpretivist Approach and the School Interpretivism sees schools as sites of meaning-making: • Emphasizes individual agency and subjective experience. • Focuses on daily interactions between teachers and learners. • Sees education as a negotiated process. • Explores how identities and roles are constructed in schools. • Rejects deterministic views of education outcomes. Chapter 2 2.1 Two Primary Requirements of Social Life 1. Social Integration – Individuals must learn to function within society’s norms. 2. Social Differentiation – Individuals must assume specific roles contributing to society. 2.2 Dreeben’s Four Key Norms 1. Independence – Acting without constant supervision. 2. Achievement – Reward based on merit, not personal traits. 3. Universalism – Rules apply equally to all. 4. Specificity – Evaluation based on specific roles, not the whole person. 2.3 Political Socialisation in Modern Society It refers to how individuals learn political norms, values, and behaviors. Schools shape political beliefs by: • Teaching civic responsibility. • Promoting nationalism. • Legitimizing authority structures. • Reinforcing dominant ideologies. Chapter 3 3.1 Historical Impediment Argument This argument suggests that inequalities in education stem from long-standing historical injustices, such as colonialism or apartheid, which continue to influence access and outcomes. 3.2 Manifest vs. Latent Functions