KEY CONCEPT: Social solidarity Emile Durkheim 1858-1917 He wrote Moral Education Functionalist Perspective A structuralist, macro approach to the role of education in society. KEY CONCEPT: Social solidarity

SUMMARY OF THEORY: * A major function of education is transmission of society’s norms and values. * Without similar attitudes in people, social life would be impossible. * Education, particularly the teaching of history, provides links between the individual and society. Children will come to see that they are part of something larger than themselves they will develop a sense of commitment to the social group. * School makes children learn to co-operate with other members of society besides friends and family, it is like a mini society. * Education also teaches children skills for their future roles.

RESEARCH METHOD: this was what we call ‘Armchair theorising’ because Durkheim didn’t actually carry out empirical research…he was simply expressing his opinion based on his functionalist beliefs. WEAKNESSES: Durkheim assumes the norms and values transmitted by the education system are those of society as a whole, rather than those of a ruling elite or ruling class.

A structuralist, macro approach to the role of education in society. Talcott Parsons He wrote The school as a social system (1961) Functionalist Perspective A structuralist, macro approach to the role of education in society. KEY CONCEPTS: Focal socializing agency; particularistic and universalistic standards; ascribed/achieved status; meritocracy; role allocation.

SUMMARY OF THEORY: * School acts as a bridge between the family and society, preparing children for their adult roles. * School prepares children for the transition between their particularistic standards and ascribed status of the family to the universalistic standards and achieved status of society. * Status is achieved on the basis of merit (or worth) = meritocracy. * Advanced, industrial society requires a highly motivated, achievement-orientated workforce. By using the principle of differential reward for differential achievement, this value is instilled in a society. * Schools match children to occupations based on aptitude and achievement.

RESEARCH METHOD: this was what we call ‘Armchair theorising’ because Parsons didn’t actually carry out empirical research, he was simply expressing his opinion based on his functionalist beliefs. WEAKNESSES: The idea of meritocracy is undermined by the statistical patterns which show that not all children have equal chances of success. Like Durkheim, Parsons fail to recognise that the value consensus may be that of the ruling elite.

1) Not all children have the same chance to do well at school 1) Not all children have the same chance to do well at school. Middle class children have a headstart and climb a meritocracy easier than others. 2) Many middle class children get well-paid jobs because of ‘their contacts’ (and not due to their talents or abilities). 3) Parsons assumes that education is a one-way process and that students are just ‘puppets’ absorbing socialisation – with no choice of their own. 4) If schools are so meritocratic and fair – why do so many working class and ethnic minority children not do so well at school. 5) Anti-racist sociologists think that schools are racist and promote white, middle-class culture – treating minority ethnic groups as invisible and second class. 6) Many students reject the values of a school and rebel. Research shows many working class boys are actually anti-school and not conformist, following the rules of society. 7) Much of education is irrelevant and has nothing to do with work skills and employment. 8) Schools do not develop the skills and abilities of young people – they actually ‘crush individuality’ and demand conformity.

CONTRASTING MARXISM & FUNCTIONALISM

Keeps capitalism and the inequality between the rich and poor going Functionalist view of the hidden curriculum Marxist view of the hidden curriculum Meritocracy The rich have more of an advantage over the poor. Secondary socialisation : learning the norms and values of society Produces 'robot' workers Keeps the ‘body' of society working smoothly Keeps capitalism and the inequality between the rich and poor going

advantage over the poor. Functionalist view of the hidden curriculum Marxist view of the hidden curriculum Keeps the 'human body' of society working smoothly Keeps capitalism and the inequality between the rich and poor going Secondary socialisation : learning the norms and values of society Produces 'robot' workers Meritocracy The rich have more of an advantage over the poor.

Education – Skills for work functionalist Marxist Teaches the skills needed for work in a modern industrial society Literacy, numeracy, ICT Vocational courses train pupils for the world of work Prepared pupils for their future occupational roles Reinforces the class system Children from working class families learn the skills for lower status professions and children from more powerful groups learn skills required for higher status occupations.

Education – Selective role functionalist Marxist Education system like a sieve – it selects students by their ability and places them in occupations best suited to their talents and skills All individuals have equal opportunities in their school career – the system is meritocratic – higher qualifications are rewarded with jobs with higher pay. Social mobility – based on merit students can achieve a higher position in society from where they started. Does not provide equal opportunities to all in society Designed to benefit powerful groups Teachers and schools do not favour working class children so they under perform

Education – Socialisation (norms and values) Marxist functionalist Socializes people into accepting the values of powerful groups. Example – the value and importance of hard work is stressed to prepare a future workforce to accept hard work as normal when they enter the workplace. Agency of socialization where young people learn a common culture, beliefs and expectations. Knits society together – people from different backgrounds learn to become one whole society

Education – Social Control (accepting rules and authority  hierarchy) functionalism Marxist For society to run smoothly there must be some means of regulating people’s behaviour. Schools act as an agency of social control by teaching rules such as punctuality and obedience to authority. The social control in school reflects social control in the wider society. The importance of obeying the teacher is preparation for obeying your boss in the workplace.

Education – political role/ social cohesion functionalist Marxist Learn about the political system Learn about your roles and responsibilities as a citizen Using your vote in elections wisely Learn how to sit into your society and what brings us together – Brutishness! Only certain ideas and views tolerated in education Radical ideas not tolerated, rejected or ridiculed Political views of the powerful come to be accepted by individuals

Only certain ideas and views tolerated in education Radical ideas not tolerated, rejected or ridiculed Political views of the powerful come to be accepted by individuals Agency of socialization where young people learn a common culture, beliefs and expectations. Knits society together – people from different backgrounds learn to become one whole society The social control in school reflects social control in the wider society. The importance of obeying the teacher is preparation for obeying your boss in the workplace. For society to run smoothly there must be some means of regulating people’s behaviour. Schools act as an agency of social control by teaching rules such as punctuality and obedience to authority. Reinforces the class system Children from working class families learn the skills for lower status professions and children from more powerful groups learn skills required for higher status occupations. Learn about the political system Learn about your roles and responsibilities as a citizen Using your vote in elections wisely Learn how to sit into your society and what brings us together – Brutishness! Does not provide equal opportunities to all in society Designed to benefit powerful groups Teachers and schools do not favour working class children so they under perform Education system like a sieve – it selects students by their ability and places them in occupations best suited to their talents and skills All individuals have equal opportunities in their school career – the system is meritocratic – higher qualifications are rewarded with jobs with higher pay. Social mobility – based on merit students can achieve a higher position in society from where they started. Socializes people into accepting the values of powerful groups. Example – the value and importance of hard work is stressed to prepare a future workforce to accept hard work as normal when they enter the workplace. Teaches the skills needed for work in a modern industrial society Literacy, numeracy, ICT Vocational courses train pupils for the world of work Prepared pupils for their future occupational roles

Functionalist Marxist Skills for work Teaches the skills needed for work in a modern industrial society Literacy, numeracy, ICT Vocational courses train pupils for the world of work Prepared pupils for their future occupational roles Reinforces the class system Children from working class families learn the skills for lower status professions and children from more powerful groups learn skills required for higher status occupations. Selective role (for jobs) Education system like a sieve – it selects students by their ability and places them in occupations best suited to their talents and skills All individuals have equal opportunities in their school career – the system is meritocratic – higher qualifications are rewarded with jobs with higher pay. Social mobility – based on merit students can achieve a higher position in society from where they started. Does not provide equal opportunities to all in society Designed to benefit powerful groups Teachers and schools do not favour working class children so they under perform Socialisation (norms and values) Agency of socialization where young people learn a common culture, beliefs and expectations. Knits society together – people from different backgrounds learn to become one whole society Socializes people into accepting the values of powerful groups. Example – the value and importance of hard work is stressed to prepare a future workforce to accept hard work as normal when they enter the workplace. Social Control For society to run smoothly there must be some means of regulating people’s behaviour. Schools act as an agency of social control by teaching rules such as punctuality and obedience to authority. The social control in school reflects social control in the wider society. The importance of obeying the teacher is preparation for obeying your boss in the workplace. social cohesion / political role Learn about the political system Learn about your roles and responsibilities as a citizen Using your vote in elections wisely Learn how to sit into your society and what brings us together – Brutishness! Only certain ideas and views tolerated in education Radical ideas not tolerated, rejected or ridiculed Political views of the powerful come to be accepted by individuals

Functionalist Marxist Skills for work Teaches the skills needed for work in a modern industrial society Literacy, numeracy, ICT Vocational courses train pupils for the world of work Prepared pupils for their future occupational roles Reinforces the class system Children from working class families learn the skills for lower status professions and children from more powerful groups learn skills required for higher status occupations. Selective role (for jobs) Education system like a sieve – it selects students by their ability and places them in occupations best suited to their talents and skills All individuals have equal opportunities in their school career – the system is meritocratic – higher qualifications are rewarded with jobs with higher pay. Social mobility – based on merit students can achieve a higher position in society from where they started. Does not provide equal opportunities to all in society Designed to benefit powerful groups Teachers and schools do not favour working class children so they under perform Socialisation (norms and values) Agency of socialization where young people learn a common culture, beliefs and expectations. Knits society together – people from different backgrounds learn to become one whole society Socializes people into accepting the values of powerful groups. Example – the value and importance of hard work is stressed to prepare a future workforce to accept hard work as normal when they enter the workplace. Social Control For society to run smoothly there must be some means of regulating people’s behaviour. Schools act as an agency of social control by teaching rules such as punctuality and obedience to authority. The social control in school reflects social control in the wider society. The importance of obeying the teacher is preparation for obeying your boss in the workplace. social cohesion / political role Learn about the political system Learn about your roles and responsibilities as a citizen Using your vote in elections wisely Learn how to sit into your society and what brings us together – Brutishness! Only certain ideas and views tolerated in education Radical ideas not tolerated, rejected or ridiculed Political views of the powerful come to be accepted by individuals