Summary All of A level AQA Sociology- EDUCATION MIND MAP
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Course
Education
Institution
AQA
These mind maps for A level Sociology are seriously helpful. They take all the complicated stuff we learn in class and break it down into simple diagrams. From theories to social issues, they make everything easier to understand.
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, Durkheim- Solidarity and skills Parsons- Meritocracy
Solidarity- • Argues that school bridges the gap between the family and wider society-
• Is necessary in society to be part of a community that learn society’s principles.
has shared norms and values, and that education Particularistic standards: rules/judgements that only apply within the family
provides it.
Universalistic standards: rules/judgements that apply to everyone, in schoo
• Says education does this by transmitting shared beliefs
and values from one generation to the next society.
EG: teaching a country’s history gives pupils a feel of • Believes school/wider society gives us achieved status gained through
shared heritage and commitment to wider social groups. efforts/achievement, not through fixed characteristic like gender or class-
• School is ‘society in miniature’- prepares us for later • Meritocracy at school helps us move from family to wider society, meritoc
life. everyone is given equal opportunities, and are rewarded through their ow
EG: teacher/pupils are like colleagues/customers at work.
Or school rules like dress codes are similar to workplaces.
Specialist skills- Functionalism
• Argues that education gives pupils knowledge and
skills needed for work.
• Economies have complex divisions of labour, so school
helps pupils to get the skills needed to fulfil their
Evaluation of the functionalist perspective:
‘place’ in the workforce. • Wolf (2011)- found that high quality apprenticeships are rare, and of
in high-paid jobs- means education doesn’t teach specialist skills adeq
• Equal opportunities don’t exist in education- achievement is based in
Davis & Moore- Role allocation gender and class- not ability.
• Argue that education allocated pupils to suitable future job roles.
• Tumin (1953)- David and Moore’s argument is circular, -we know a jo
• They focus on the relationship between education and
because it’s highly rewarded, and a job is highly rewarded because it's
inequality- That important roles in society need to be for the
• Marxists say education in a capitalist society only transmits ideas of the
skilled and talented, as some are naturally more talented than
the shared beliefs and values of society as a whole.
others.
• Education is where students prove their ability, and are then • Interactionalist Wrong (1961)- the functionalist view is ‘over social
sifted and sorted by ability. The highest qualifications get the people as society’s puppets- assumes pupils passively accept teaching
highest positions. reject values.
These are known as functionally important roles. • New Right and Neoliberals- argue that the state education system
students for work.
, However…
Similarities to the functionalist • New right believes the education system fails to do Solution- The mark
view: these things because it’s run by the state. educatio
• That some people are naturally more • Argues that education has a ‘one size’ fits all • This would create an
talented than others. approach- this imposes uniformity and ignores local market’.
• Favours the meritocratic system- needs. • Having competition b
principles of competition and preparing • Consumers (parents, pupils, employers) have no say- schools and empowe
students to join the workforce. making state education inefficient/unresponsive. will give us more: div
• Education should socialise us into • Overall, these factors mean lower achievement and efficiency in sch
shared values like competition and standards- which means a less qualified workforce. • School’s ability to me
national identity. all consumers will als
Chubb & Moe- consumer if education is marke
choice New Right Two roles for t
• They propose a ‘voucher system’ The New Right want ma
where parents ‘shop’ for a school education, but they still
to give their voucher to. Evaluation of the New Right perspective: state can fulfil:
• This forces schools to listen to • Ball (1994)- argues that competition between schools • The state imposing a
what consumers want, and only benefits the MC- because they can access better that schools compet
therefore raise education schools using their cultural and economic capital. parents more info so
standards. • Critics- the real cause of lower education standards is an informed choice
• Schools would have to compete lack of funding, not state control. example: Ofsted inspec
to attract ‘customers’ with these • New Right’s contradiction: they support parental choice, league table of school’s
changes because the vouchers but also want schools to have a compulsory national • The state ensures sc
would be their main source of curriculum. shared culture. Havi
income. • Marxists argue that there’s no shared culture in Curriculum makes su
• Parentocracy: ran/influenced by education- there is a ruling class culture that devalues social pupils into 1 c
parents. working class and ethnic minorities’ culture.
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