1. Sociological Perspectives on Education
Starter Questions – In small groups.
How far does education provide all individuals with equal opportunities for achievement?
How far does education recreate existing social inequalities?
In what ways does education serve the needs of the economy?
What kind of knowledge, skills and values does education transmit?
3 minute question roulette. Talk – write – pass on.

2. Perspectives on Education
Functionalism
New Right
Feminism
Marxism
Interactionism

3. Functionalism : Key Concepts
Social control
Socialisation
Value consensus
Organic analogy
Norms and values
Social Solidarity

4. Functionalism Society is based on a VALUE CONSENSUS.
Socialisation maintains social order.
Society is like a biological ORGANISM.
Everything has a PURPOSE or FUNCTION.
Education is an important sub-system – a building block of society.
A shared set of norms and values
- human body – heart & lungs perform vital functions for the body so does family and education for society.

5. The Organic Analogy Body Society
A self-regulating system of inter-related and inter-dependant parts
Made up of inter-related organisations and institutions that link together
The system has needs: Nutrition; exercise etc – without which the body will die.
Society needs to socialise its members if society is to continue harmoniously.
The circulatory system carries blood and oxygen, essential for survival
The economy helps maintain the social system by meeting the need for food and shelter (to keep society’s members going)

6. Can you think of any examples of the warning function?
Cohen argues that, like a body, if society is ‘unwell’ there will be certain symptoms.
Eg, if you has a kidney problem, your skin might turn yellow. With society, something like a rise in a particular offence or protesting might be a symptom that society is ‘ill.’
The sub-systems and institutions then need to pull together (like the immune system) and change/adapt in order to get better
Can you think of any examples of the warning function?

7. Value Consensus ....Is the glue that holds society together
A shared, common culture or value system provides norms and values for communities, and lays down rules about how they should behave.
In order to have social order (harmony), the majority must agree on these norms and values (which will inevitably alter over time)
In order to feel attached to society and its norms and values, citizens must feel integrated...

8. How might this image describe Functionalism?

9. Learning Outcomes
ALL should be able to identify a selection of functions of education identified by functionalist sociologists. [D grade]
MOST should be able to demonstrate their understanding of the functions of education identified by Durkheim, Parsons and Davis and Moore. [C grade]
SOME may be able to demonstrate their understanding of the functions of education identified by Durkheim, Parsons and Davis and Moore and in addition being able to evaluate these perspectives. [A grade]

10. Functionalist key terms
Organic analogy Value consensus Social solidarity

11. The Functionalist Approach
Education:
The Functionalist Approach

12. As ever, Functionalists view the education system in a positive light.
They believe it to perform a range of valuable functions for society as an agent of secondary socialisation

13. KEY CONCEPT: Social solidarity
Emile Durkheim
He wrote Moral Education
Functionalist
Perspective
A structuralist, macro approach to the role of education in society.
KEY CONCEPT: Social solidarity

14. Durkheim (1903) Social Solidarity Specialist Skills
Education transmits a societies culture – shared beliefs, values from one generation to the next. School acts as a ‘society in miniature’ preparing us for life outside, e.g. cooperation.
Modern societies – complex division of labour where production requires complex cooperation. Education teachers us specialist knowledge and skills so we can take part in the social division of labour.

15. Durkheim Education transmits of society’s norms and values
History teaching creates a link between the individual and society.
History teaching creating the link between the individual and society leads to social solidarity.

16. Are there any weaknesses in Durkheim’s theory?
Compared school to a miniature society.
Children learn to interact with others and follow set rules preparing them to become adult member of society and to accept social rules.
Value Consensus
Are there any weaknesses in Durkheim’s theory?

17. RESEARCH METHOD: this was what we call ‘Armchair theorising’ because Durkheim didn’t actually carry out empirical research…he was simply expressing his opinion based on his functionalist beliefs.
WEAKNESSES:
Durkheim assumes the norms and values transmitted by the education system are those of society as a whole, rather than those of a ruling elite or ruling class.
How successful is Education in teaching the norms and values of society?

18. A structuralist, macro approach to the role of education in society.
Talcott Parsons
He wrote The school as a social system (1961)
Functionalist
Perspective
A structuralist, macro approach to the role of education in society.
KEY CONCEPTS: Focal socializing agency; particularistic and universalistic standards; ascribed/achieved status; meritocracy;

19. Education as a bridge between …
School and Society are both based on meritocratic principles.
Everyone is given the opportunity to achieve on merit.
Family Particularistic Standards (rules only apply to particular child.) Status Ascribed
Wider Society Universalistic standards (rules that apply to everyone – impersonal rules) Status Achieved

20. SUMMARY OF THEORY:
* School acts as a bridge between the family and society, preparing children for their adult roles.
* School prepares children for the transition between their particularistic standards and ascribed status of the family to the universalistic standards and achieved status of society.
* Status is achieved on the basis of merit (or worth).
* Advanced, industrial society requires a highly motivated, achievement-orientated workforce. By using the principle of differential reward for differential achievement, this value is instilled in a society.
* Schools match children to occupations based on aptitude and achievement.

21. RESEARCH METHOD: this was what we call ‘Armchair theorising’ because Parsons didn’t actually carry out empirical research, he was simply expressing his opinion based on his functionalist beliefs.
WEAKNESSES: The idea of meritocracy is undermined by the statistical patterns which show that not all children have equal chances of success. Like Durkheim, Parsons fail to recognise that the value consensus may be that of the ruling elite.

23. Davis and Moore (1945) Role Allocation
Inequality is necessary – not everyone has equal talents. Society offers large rewards to most demanding jobs. Education helps to sift and sort us the population by ability. Those most able to gain high qualifications are eligible for the most well-paying jobs.
Critique
How far is it true to say that the education system sifts and sorts individuals into appropriate roles according to their abilities?
Equal opportunities do not exist – your opportunities are shaped by class, ethnicity, gender.

24. How does school prepare you for work?

25. How successful have these been?
The New Vocationalism
“The main function of education is to provide the economy with a skilled workforce.” YTS Apprenticeships BTECs Vocational A levels. Foundation Degrees NVQs
How successful have these been?

26. Critiques of New Vocationalism
Marxists – these initiatives serve the needs of K. Cohen – Young people not taught valuable skills, rather to be subservient, lower their expectations and accept low paid work. Cheap labour for employers, keeps young people off the streets and U/E figures. Reproduces class and ethnic inequalities. M/C students still opt for Academic A levels.

27. Activity: Evaluation of Functionalism
7 Evaluation Points. Discuss and rank them 1 most important – 7 least important criticism of functionalist idea OR Diamond Seven.

29. Evaluation of Functionalism
Educational achievement is influenced by class, ethnicity and gender.
Marxists - Does education instil values of whole society or just ruling class values?
Interactionists - Do pupils just passively accept all they are taught and never question the values. (– we are not puppets!)
New Right – the problem is inefficient state education.

30. Concept cards...! 1. Social solidarity
2. Specialised division of labour
3. Secondary socialization
4. Value consensus
5. Collective conscience
6. Individual achievement
7. Equality of opportunity
8. Role allocation
9. Meritocracy
10. Focal socializing agency
11. Particularistic standards
12. Universalistic standards
13. Ascribed status
14. Achieved status
15. Differential reward for differential achievement
cards...!

31. Functionalist View

32. Formal Curriculum The subjects you are taught at school
National Curriculum – lays down what you should be studying
Emphasis on Maths, English and Science

33. Some people criticise the formal curriculum…
The subjects do not lead to practical skills
Modern languages are not compulsory (unlike the rest of Europe)
Some believe the National Curriculum is ethnocentric – it teaches British values and culture as being dominant over others (Gilborn, 1990)

34. Informal Curriculum Also known as the ‘hidden curriculum’.
Responsible for teaching children the rules and regulations of school life.
Plays a crucial role – responsible for the transmission of the norms and values crucial to survival in schools and classrooms.

35. What might the informal curriculum include?...
What is expected at the beginning of a class
How to queue outside a classroom
Where to gather (and where not to gather) at break or lunch
Manners – putting up hands, not talking when the teacher is
How might others schools differ?

36. The informal curriculum is not taught to pupils – the rules, norms, values, culture of the school is passed on by…
Listening/talking to others
Brothers/sisters
Watching/imitating others

37. Sometimes the formal and informal curriculum overlaps…
Through informal learning (listening/talking to others) – pupils can understand how far they can push the rules (deviate from the rules)
E.g.)
Uniform policy (how far did you push your luck?)
If students deviate from these rules, then might from others too

38. In short…
Education socialises individuals into the culture of a school which involves learning new norms and values, and understanding different social roles. Education should teach young people to appreciate their achieved status

39. New Right
A political approach that believes in neo-liberal economic ideas. The state cannot run a decent education system. The free market will improve the provision.

40. The New Right & Education:
Functionalist thinking has influenced New Right political thinking which is strictly conservative & a firm believer in the idea that the state (government) should not be over-relied on.
In terms of Education this means that they favour the ‘Free Market’ & the Marketisation of Education…
The Free Market in Education suggests that schools should compete against each other for ‘Clients’ (pupils). For every pupil a school enrols they receive funding. By doing this, the standard of education should go up in schools, otherwise they will fail to attract pupils & receive no funding.
There are many similarities between the Functionalist perspective & the New Right perspective on Education:
> Both believe that inequality is inevitable (but justified) as some pupils are naturally more able than others.
> They both value Meritocratic Ideals, Open Competition & Using Education to meet the needs of the Economy (Role Allocation & the Division of Labour)
> Education should socialise pupils into shared norms, values & identities (Value Consensus, Collective Conscience)

41. School are ‘Unresponsive’
Key Difference:
Unlike Functionalists, the New Right do not believe that the current Education System is meeting these goals. This is because it is run by the state i.e. not privatised.
The New Right argue that the State takes a ‘One Size Fits All Approach’ in it’s approach to schools & as such tries to impose the same regulations, same policies & same funding to all schools which ignores local, individual needs i.e. those of pupils, parents & staff within schools.
School are ‘Unresponsive’
The answer is to ‘Marketise’ Education – run a school like a business & compete with other schools to attract ‘Custom’ / ‘Clients’. This means schools will have to listen to the needs of pupils, parents & staff.
Giving choice of schools to parents (rather than catchment areas) is called a ‘Parentocracy’.
This is not a new idea:
In order to help parents make informed decisions about their child’s education OFSTED & League tables were introduced in the 1988 Education Reform Act which was introduced by Thatcher’s Conservative government.

42. Link to Methods: Surveys
Chubb & Moe (1990) Consumer Choice:
Argue that America’s State Schools have failed in their goals & should therefore be placed in the ‘Free Market’.
> State Education has failed disadvantaged groups (W/C, Minorities) & failed to create equality of opportunity.
> Pupils are not being equipped with the skills needed to work i.e. the economy is thus failing.
> Private Schools are more efficient & productive because they have to answer to their ‘Clients’ – the paying customer.
Chubb & Moe compared the achievements of 60,000 pupils from low-income families in 1,015 state schools & private schools as well as a ‘Parent’s Survey’.
Link to Methods: Surveys
Schools should no longer receive guaranteed funding but should have to ‘Earn’ funding through good performance. Parents should be given an ‘Education Voucher’ to spend at the school of their choice (forcing schools to improve).

43. 1. 2. Gewirtz (1995): Critique of the New Right view on Education:
So should the State have any power in Education?....
Yes, it should perform 2 roles: 1.
It should impose a strict, standardised framework for schools to compete within e.g. OFSTED Inspections, League Tables, Formula Funding. 2.
It should make sure that all schools transmit a shared, united culture i.e. through a standardised National Curriculum, & the Practice of Christian Principles.
Critique of the New Right view on Education:
Gewirtz (1995):
Marketisation benefits the Middle Class & disadvantages the Working Class.
> The New Right ignore wider social inequalities within education & place all blame on the schools themselves.
> The New Right want parents to have choice & freedom but at the same time want a strict curriculum in place – Contradictory.
> Marxists argue that schools do not transmit a shared culture, only the culture of the R/C - the dominant culture.

44. Functionalism Questions
According to Davis and Moore, What key function does education serve?
Give 2 main points from Durkheim’s views of Education.
What does Parsons means when he says school is a bridge?
Name 1 way the New Right is similar to Functionalism.
Name the key difference between the New Right and Functionalist views of education.

45. New Right recaps
Outline one similarity and one difference between Functionalist and New Right views of education.
State one of Chubb and Moe’s claims about why the US education system has failed.
Why do Chubb and Moe believe that their should be a ‘voucher system’ in education?
What is meant by the ‘marketisation’ of the education system?
Outline 2 market principles that should be applied to the education system according to the New Right.
According to the New Right, what is the purpose of such moves as publishing school league tables and Ofsted reports?
Why does Gewirtz have beef with the New Right?
Why would New Right thinkers be pleased with the recent policies that have allowed schools to convert to academies?

46. Functionalism and New Right – Assessment Questions
What is meant by meritocracy? (2 marks)
Suggest three criticisms of the ‘new vocationalism’. (6 marks)
Outline the New Right view of the role of education. (10 marks)
Evaluate the contribution of functionalism to our understanding of the role of education (20 marks)

47. Past Paper Questions - Functionalism
Explain what is meant by the ‘correspondence principle’.
(2 marks) June 12
Suggest three criticisms that other sociologists may make of the functionalist view of the education system. (6 marks) June 12
Outline some of the functions that the education system may perform. (10 marks) June 11
Assess the claim that ‘the main function of education is to maintain a value consensus in society’ (Item A, lines 7–8). (20 marks) Jun 09
Assess the view that the education system exists mainly to select and prepare young people for their future work roles. (20 marks) Jan 11