Parsons functions ANS:functionalism
rsalistic and particularistic standards
socialising agency
durkheim functions ANS:functionalism
ed workforce
2. specialistic skills
3. shared norms and values
davis and moore functions ANS:functionalism
1. sift and sort.
2. inequality is needed
3. bet...
durkheim crits ANS:1. fails to consider different cultures. not everyone has the same norms and values.
davis and moore crits ANS:1. failing students rebel
new rights ANS:1. government can't meet local needs
2. parents need more of a say
3. government unable to provide the best education for children
4. competition should be created between schools to encourage harder working/better teaching
new rights. crits ANS:1. schools become exam focused leading pupils to become stressed.
2. less opportunities are available for the working class pupils.
3. schools become exclusive
chubb + moe ANS:1. schools run less by government and more by parents
2. parents are able to shape the school
,3. schools listen more to parents, as they are now their money providers
4. more parents = more money. better school = more parents attracted
althusser functions ANS:marxism
1. state apparatus. ideological and repressive
2. reproduce and legitimise class system
bowls + gintis functions ANS:marxism
1. stunts and distorted personal growth
2. obedient workforce
bourdieu functions ANS:marxism
1. symbolic violence
2. limited social mobility
3. cultural capital. middle class values
willis functions ANS:marxism
1. children do not always accept the system and create or join anti-school subcultures to rebel
bowls and gintis study ANS:1. 237 high school students
2. rewards for obedient behaviour
3. reward personality traits that make submissive worker
3. obedient = higher grades
4. independence + creativity = lower grades
bowls + gintis crits ANS:1. schools encourage pupils to raise hands and have an opinion or ask questions
2. this is the opposite off what society wants in workers
althusser crits ANS:1. middle class do better than the working class
2. middle class teachers judge the working class pupils
myth of meritocracy ANS:1. meritocracy doesn't exist
2. to many barriers in place stopping working class from achieving social mobility or meritocracy
, 3. poor are dumb theory
cultural capital ANS:1. middle class experiences
2. teaching middle class norms and values
symbolic violence ANS:1. limits social mobility
2. harms working class
legitimise ANS:1. makes inequality in the education and class system look fair. (it's not)
educational achievement. ANS:
cultural deprivation ANS:1. we acquire basic values from primary socialisation
2. working class parents fail to socialise children adequately so they become culturally deprived
intellectual development ANS:1. development of thinking.
2. middle class parents tend to choose education toys for their children so they start school of with an
advantage.
3. working class parents are often unable to afford educational toys so choose cheaper toys based only
on entertainment.
4. this leads to working class pupils starting school of without the right skills needed to progress.
5. douglas found that working class students scored lower on intellectual tests than middle class
children.
language ANS:1. engleman and bereaver claim working class language is deficient and children fail to
develop necessary language skills.
2. working class kids incapable of abstract thinking
3. bernstein identified two types of languages used by working class and middle class.
restricted code ANS:1. used mainly by the working class
2. descriptive and un-gramatical
3. not analytic and short sentences
4. context bound. this is where the speaker assumes the listener shares the same experiences as them.
elaborated code ANS:1. used mainly by middle class
2. analytic and grammatically correct long sentences.
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