Education Theory: Functionalism (1&2) State functionalist views on society. Establish Durkheim, Parsons, and Davis & Moore’s views on the role of education. Summarise key concepts associated with functionalist work. Criticise and assess the value of the functionalist approach. ALL: Define the key concepts, and explain the relevance to the individual MOST: Apply the ideas of 3 functionalist sociologists to an analysis of the benefits of education to society. SOME: Evaluate the functionalist ideas (positive and negative) Specification: The role and functions of the education system, including its relationship to the economy and to class structure.

In General: Education has 3 Main Functions Transmission of society’s norms and values (socialisation) Skills Provision Role allocation Basic Intro: https://www.youtube.com/watch?v=2bq90RKDT0w

CARD SORT: Basic Functionalist concepts Complete your Concept Grid as I go through the PowerPoint slides with you, and when I have finished, by using the Textbook (p.67 – Topic 5) & Internet to expand your definitions. STRECH YOUR UNDERSTANDING by creating definitions to these concepts. Value consensus Socialisation Social order Social integration Functional prerequisites Organic analogy

Functionalism – Role of Education Durkheim Social Solidarity: Teaching kids to feel part of society / larger group. (Collective Conscience) Specialist Skills: Giving kids the skills they need to play their part in society. (Vocationalism) Society in Miniature: the school is a community like wider society, modelling norms & values of society Parsons Meritocracy:. Teaching kids that they must work hard to succeed. Judged on equal standards. Leads to a value consensus. Universalistic vs Particularistic Standards: The bridge between family and society. Education teaches standards that apply to everyone, and not just standards that are relevant to your own family. Davis & Moore Role allocation: Sifts and sorts kids into the types of role they will do best at in society.

Durkheim – ‘linking individuals to society’ People learn to ‘feel’ part of a larger group (collective conscience / social solidarity) Teaching ‘social rules’ that apply to all (norms/values and expectations) Specialist work skills (division of labour)

Schools Teach: Adaptation – adapt to work environment. Goal Attainment – use resources to achieve goals. Integration – encourage people to work together.

Education Teaches Specialist Skills We all need skills to bring to the workplace… Specialist Skills Different groups provide different functions for the smooth running of society as a whole… Functionalists advocate VOCATIONAL TRAINING… such as GNVQ, BTECs…reminder and link to Policy.

Parsons – ‘values and fit’ Schools teach ‘universal values’, whereas family teaches ‘particularistic values’. All judged fairly by a common standard Value consensus achieved by education Meritocracy

Talcott Parsons “Education acts as a bridge between home and work..”

Davis & Moore – ‘role allocation’ Some individuals have greater talents Different social positions require different talents The most able need to fill the more demanding roles Schools identify the most able and ensure that they are trained for demanding tasks Davis Moore

You Say We Pay Society in Miniature Particularistic Values Meritocracy Role allocation Specialist Skills

You Say We Pay Socialisation Social order Value consensus Universalistic Standards Organic analogy

Complete the table, analysing the concepts in relation to the individual and society. Can you give examples? The following slides will help with your evaluation

Positive Evaluation – Education is beneficial to Society Unifies people Maintains social order Teaches work skills Bridges home and outside world Role allocation Meritocracy

Evaluation (Negative) of functionalist views on Education Interactionists note – education is a two-way process – choice – negotiate meaning – pupils do not necessarily absorb the values taught in school. Is there a shared agreement on a shared set of values being supported by school? Many school subjects are irrelevant – do not teach work skills – New Right believes that state run education discourages efficiency, competition, and choice. Why do class inequalities in achievement persist if schools are really meritocratic? Groups underachieve – (gender, ethnic, class) Not enough links with WORK – subjects too theoretical History is ETHNOCENTRIC – focuses on own society. Teaches values of ‘ruling class’ NOT society.

Evaluation (Negative) of functionalist views on Education Insert the appropriate words to complete the following criticisms of the functionalist perspective. If you get stuck, find the right word from the list below: Other perspectives, such as Marxism, believe that education only passes on the ideology of the __________. Interactionists criticise functionalists for their __________ view of pupils that sees them as passively accepting all they are taught. We do not have a meritocracy as functionalists suggest. For example, __________ and __________ are not the only factors that determine achievement. Some sociologists argue that the __________ and __________ taught in school are not particularly useful for life at work. Missing words Knowledge Skills Ruling class Ability Effort Over-socialised

Homework: Exam Practice Outline & Explain two functionalist perspectives on Education (10 marks) 8–10 Very good knowledge and understanding of two functionalist perspectives. There will be two applications of relevant material, eg Durkheim & Specialist Skills, Parsons & Meritocracy, Davis and Moore & Role Allocation. There will be appropriate analysis & evaluation: a criticism of each perspective, and a conclusion with a wider evaluation of functionalist views on education. 4–7 Reasonable to good knowledge and understanding of one or two functionalist perspectives. There will be one or two applications of relevant material, eg Durkheim & Specialist Skills, Parsons & Meritocracy, Davis and Moore & Role Allocation. There will be some basic analysis. 1–3 Answers in this band will show limited knowledge and little or no understanding of functionalist perspectives There will be limited focus on the question, eg there may be some drift into outlining other theories or general theories on education. There will be little or no analysis