These notes are arranged into a Cornell format.
In these notes, the education system is taken into account by different perspectives to understand its role in society. These include: functionalism, neoliberalism, Marxism, postmodernism and feminism.
Questions to consider - How far does education provide all individuals with
equal opportunities for achievement?
- In what ways does education serve the needs of the
economy?
- What kinds of knowledge, skills, attitudes and
values does education transmit?
Perspectives - Functionalism (consensus approach)
- Neoliberalism and the New Right (a conservative,
free market approach)
- Marxism (class conflict approach)
The functionalist perspective on
education
Education system Performs functions that help maintain society and its value
consensus
Durkheim: solidarity and skills
Durkheim (1903) Identified 2 functions of education:
- Creating social solidarity
- Teaching specialist skills
Social solidarity
Durkheim Argues that without social solidarity, social life and
cooperation would be impossible because individuals would
pursue their own selfish desires
Social solidarity in the education The education system helps to create social solidarity by
system transmitting society’s culture
Eg. Durkheim argues that the teaching of a country’s history
instils in children a sense of a shared heritage and a
commitment to a wider social group
'Society in miniature’ School acts as a ‘society in miniature’ whereby it prepares
us for life in a wider society and at work
Eg. We cooperate with pupils and teachers which mirrors
colleagues and customers. Similarly, we have to interact
with others according to an impersonal set of rules that
apply to everyone
Specialist skills
Division of labour In modern industrial economies, there is a complex division
, of labour which require many different skills
The cooperation needed for this promotes social solidarity,
but for it to be successful, each person must have the
necessary specialist knowledge to perform their role
Education Durkheim argues that education teaches individuals the
specialist knowledge and skills that they need to perform
their role in the social division of labour
Parsons: meritocracy
Parsons (1961) Sees school as the ‘focal socialising agency’ in modern
society, acting as a bridge between the family and wider
society
Education and society This bridge is needed because the family and society
operate on different principles – the family judges based on
particularistic standards (age/sex) whilst school/society hold
universal and impersonal standards
Eg. The law applies to everyone in society, school has a
numerical valued exam system which applies to everyone
Meritocratic principles Likewise, both in school and society, a person’s status is
largely achieved, not ascribed.
Eg. Job promotions are based on a person’s strength at their
job, and at school our grades are determined by our efforts
Everyone is given an equal opportunity, and individuals
Meritocracy achieve rewards through their own effort and ability
Davis and Moore: role allocation
Functionalists Argue that schools perform the function of selecting and
allocating pupils to their future work roles
By assessing individuals’ aptitudes and abilities, schools help
to match them to the job they are best suited to
Davis and Moore (1945) See education as a device for selection and role allocation
Focus on the relationship between education and social
inequality
Inequality Davis and Moore argue that inequality is to ensure that the
most important roles in society are filled by the most
talented people
Eg. It would be inefficient and dangerous to have less able
people performing roles such as a surgeon or airline pilot
Not everyone is equally talented so society has to offer
higher rewards for these jobs – this will encourage
competition and society can filter out the most talented for
these positions
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