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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
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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
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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 |
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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 |
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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 |
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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 |