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6 Cards in this Set

  • Front
  • Back

Emile Durkheim (1903)

Two main functions of education :



Creating social solidarity


- members feel part of community


- education creates social solidarity by transmitting beliefs and values


- prepares you for wider society


- without solidarity individuals peruse selfish desires



Teaching specialist skills


- idustrial economies have complex division of labour


- workers with specialist knowledge and skills needed


- education teach specialist knowledge and skills


- needed to play part in social division of labour


Talcott Parsons (1961)

- Sees School as focal socialising agency


- bridge between family and wider society


- society operates on different principles


- schools teach new way of living - school and wider society judge us on same impersonal standards e.g. laws, exams


- status largely achieved in schools and wider society


- both based on meritocratic principles


Davis and Moore (1945)

- see education as device for selection and role allocation


- focus on relationship between education and social inequality


- inequality necessary to ensure important roles are filled by most talented


- not everyone is equally talented


- encourages competition


- education is where individuals show what they can do


- shifts and sorts us on ability

Althusser (1971)


Marxist

State consists of two state apparatuses served to benefit bourgeoisie:



The repressive state apparatuses


- benefits rule of bourgeoisie through force or threat of it


- include police , courts, army


- when necessary, use force to repress working class



The ideological state apparatuses


- controlling people's ideas, values and beliefs


- include religion, mass media and education system



Education performs two functions :


- reproduce class inequality


-legitimates class inequality

Bowles and gintis (1976)


Schooling in America

-capitalism require workforce suited to roles as alienated, exploited workers


- willing to accept low pay, hard work and orders from above


- role of education system, reproduce obedient workforce



Found schools rewarded personality traits that make submissive, compliant workers.



- school mirrors work place


- example if the correspondence principle


- correspondence principle operates through hidden curriculum e.g. hierarchy, competition


- education promotes myth of meritocracy

Paul Willis (1977)


Marxist and internationalist approach ( focus on meaning)

Studied counter culture of the lads, 12 working class boys making transition from school to work


- used qualitative methods, participant observation and unstructured interviews



-lads form counter culture opposed to school


- scornful to conformist, called the 'ear'oles


- mocked 'ear'oles and girls


- found school boring, meaningless


-flount rules and values e.g. smoking, drinking, distrupting lessons, truanting


- reject meritocratic ideology


- see manual work superior


- counter culture insures roles to unskilled work capitalism needs