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Short summary of Sociology of Education (Custom Publication) by Sue Du Plessis
Chapter 1 - Theories in Sociology of Education
John Dewet views which is seen as overly ambitious:
Sociology - Study of society from both an empirical and theoretical perspective
Education - Act or process of acquiring general knowledge
Education is a fundamental method of social progress and reform.
School play an important role of shaping the learners’ characters, transforming the whole society.
School’s provide an environment which shapes the course of the childs development.
Sociology of Education
Study of educational structures, processes and practices from a sociological perspective. Sociology of education
is a core field within the discipline of sociology.
Functions of Sociology of Education:
The assimilation and transmission of culture and traditions.
The development of new social patterns.
The activation of constructive and creative forces.
Micro Level
Aim to identify how variations in school practices affect student performances. (Dominated by Symbolic
Interactionism)
Macro Level
Seek to understand the effect of social forces on education.
There are three main theories embedded in Sociology of Education:
Functionalism (Structural Functionalism)
Conflict Theory (Marxism)
Symbolic Interactionism (Interactionism)
Functionalism Conflict Theory Symbolic Interactionalism
Theory stressors the importance of Approach calls for a critical Focuses on society as the product of
interdependence amongst different evaluation of the existing social interaction or communication between
parts/institutions of society which arrangements and a political people, which takes place through the
contributes of the societies stability programme of revolution or reform. use of symbols which have meaning
and functioning as a whole to ensure for the individuals involved.
long-term survival Theorists:
Karl Marx Theorists:
Theorists: Max Weber Ernest Burgess (Founder)
Durkheim Charles Wright Mills Willard Waller (Pioneer)
Parsons Reuben Hill (Theorist)
Functionalism Assumptions:
Value consensus ensures that people have shared goals, roles and norms. Durkheim saw social life as
impossible to achieve without shared values and norms through collective consensus. (Value consensus
and collective consensus)
There are four basic needs (Social order):
Food
Shelter
Clothing
Money
, Education builds social solidarity, societies norms and values are transmitted through education. Education
leads to universal values, school = socialisation agent. (Education)
Family is a primary agent of socialisation. Family provides norms, values and emotional security. (Family)
Religion teaches value and norms which society benefits from strengthens integration of society. (Religion)
Conflict Theory Assumptions:
Human interaction results in conflict. (Interactions)
Conflict and change are inevitable in society. (Change)
Competitions over scarce resources are part of all social groups. (Competition)
Macro changes occur as a result of competing interests. (Revolution)
Symbolic Interactionism Assumptions:
Meaning are derived between interactions between people. (Interactions)
Social objects which give meaning to individuals are maintained through social interactions. (Symbols)
People believe that situations are real if people defined them as real. (Situational Definitions)
Human being respond to things based on their subjective meanings. (Meaning)
People believe that definitions lead to people’s actions. (Definitions)
Critique of Functionalism:
Encourages the maintenance of status quo and complacency on the part of society’s members. (Status quo
and existing structures + social formations in society)
How is it possible for the education system to inculcate in all children a single (universal) set of values
which all members of society agree to?
How can children from families in non-affluent parts of the stratification system ever compete with
children from more affluent backgrounds on an equal footing?
Critique of Conflict Theory:
Criticised for the presumption that everything benefits the ruling class only.
Theory does not explain how the individual is affected.
Divisions within the theory of symbolic interactionism
Some emphasis process, some emphasis structure
Functionalism applied to family:
Family is a vital agent of socialisation.
Provides children and other family members with norms, values and emotional security.
Family stabilises adult personalities.
Family provides four vital functions for society - Sexual, Reproductive, Economic and Education.
The family is an agent to secondary socialisation.
Conflict theory applied to family:
What happens in the parameters of the family influences their position in society.
Family plays a dominant role as a vehicle to maintain patriarchy and social inequality in society.
The family strives to maintain the status quo through inheritance,, education and social capital.
Challenges the myth that families are harmonious.
Conflict in families are normal.
Symbolic interactionism applied to families:
Views family life through a harmonious view.
Socialisation encompasses culture which is passes on from generation to generation.
Socialisation is responsible for the formation of personalities, self-concepts and transmission of values and
attitudes.
Parents and children affect each other’s self-concept.
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