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SED2601 Sociology of education
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SED2601 Sociology of education
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This document contains workings, explanations and solutions to the SED2601Assignment 3 2023
Question 1 1.1 How is the concept 'class' explained by the following theorists?
a) Conflict Theorist:
1. Karl Marx: According to Marx, social classes are the result of an
inherent conflict between the bourgeoisie (capitalist class) and the
proletariat (working class). He viewed class as a product of the
capitalist mode of production, where the bourgeoisie exploits the
proletariat for their labor power and accumulates wealth. Marx
believed that class struggle and the eventual overthrow of the
capitalist system would lead to the establishment of a classless
society.
2. Max Weber: Weber acknowledged the importance of economic factors
but expanded the concept of class to include other dimensions of
social stratification. He emphasized the role of power and social status
as additional sources of inequality. Weber argued that class is not
solely determined by one's relationship to the means of production but
also by their social prestige and political influence. He identified three
distinct dimensions of stratification: class (economic position), status
(prestige and honor), and power (ability to influence others).
3. Ralf Dahrendorf: Dahrendorf built upon Marx's ideas and developed the
theory of class conflict within modern capitalist societies. He argued
that social conflict arises not only from the economic division between
classes but also from conflicts over power and authority. Dahrendorf
believed that social change occurs through ongoing struggles for
power and the reconfiguration of class boundaries. He viewed class as
a dynamic concept, constantly evolving through conflicts and power
relations.
b) Functionalist Theorist:
1. Émile Durkheim: Durkheim approached the concept of class from a
functionalist perspective, focusing on the role of social cohesion and
solidarity. He believed that social order depends on the division of
labor, where each individual occupies a specific position within society.
Durkheim saw social classes as natural and necessary, as they ensure
the smooth functioning of society by allocating individuals to different
roles based on their abilities and qualifications.
2. Talcott Parsons: Parsons expanded on Durkheim's ideas and
emphasized the functional significance of social classes. He argued
that social stratification is essential for social stability and effective
functioning of society. Parsons viewed classes as functional units, with
each class performing specific roles and contributing to the overall
, equilibrium of society. He saw social classes as interconnected and
interdependent, forming a complex system that maintains social order.
3. Robert Merton: Merton introduced the concept of social roles and their
relationship to social classes. He distinguished between manifest
functions (intended and recognized consequences of social actions)
and latent functions (unintended or unrecognized consequences).
Merton argued that social classes have both manifest and latent
functions in society. While manifest functions may include economic
productivity and the division of labor, latent functions can involve the
perpetuation of inequalities or the reinforcement of social norms and
values. Merton's approach highlighted the unintended consequences
and dysfunctions that can arise from social class divisions.
1.2 Discuss the two types of citizenship education and indicate which
approach (active or passive) you think is the best one for learners.
Substantiate your answer. (10) Citizenship education is an important aspect of fostering
civic participation and developing responsible citizens. It aims to equip individuals with the
knowledge, skills, and attitudes necessary to engage actively in their communities and contribute
to the betterment of society. There are generally two types of citizenship education approaches:
active citizenship education and passive citizenship education.
1. Active Citizenship Education: Active citizenship education emphasizes direct
engagement, critical thinking, and participation in democratic processes. It encourages
learners to actively contribute to their communities and become agents of change. This
approach often involves practical activities such as community service, debates,
simulations, and projects that allow students to address real-life issues. Active citizenship
education promotes the development of skills such as communication, problem-solving,
collaboration, and decision-making, which are essential for active participation in society.
Advantages of active citizenship education: a) Active participation: By actively engaging in
various activities, learners develop a sense of ownership and responsibility towards their
communities. They become more likely to identify and address social issues, leading to a more
engaged and participatory citizenry. b) Critical thinking: Active citizenship education encourages
students to think critically about societal problems, enabling them to analyze different
perspectives, challenge assumptions, and develop informed opinions. c) Skill development: The
practical nature of active citizenship education promotes the development of essential skills such
as teamwork, leadership, and effective communication, which are valuable in both civic and
professional settings. d) Empowerment: Active citizenship education empowers learners by
giving them the tools and confidence to make a positive difference in their communities. It
instills a sense of agency and empowers individuals to take action on issues that matter to them.
2. Passive Citizenship Education: Passive citizenship education, also known as traditional or
conventional citizenship education, focuses more on imparting knowledge about the
political system, legal frameworks, and historical context of citizenship. It typically
involves classroom-based learning, lectures, textbooks, and theoretical discussions. While
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