2. Chapter Six Education

3. Objectives –To introduce functionalist, Marxist and feminist theories of the relationship between schooling and society. –To critically examine the role of intelligence in school achievement. –To explain the role of the school in the reproduction of class inequalities. –To discuss some of the ways in which education is being affected by the development of new information technologies.

4. Schooling and society Structural-functionalist perspectiveStructural-functionalist perspective –Durkheim Importance of education in the transmission of societal norms and valuesImportance of education in the transmission of societal norms and values Fostering value consensus and social solidarityFostering value consensus and social solidarity –Parsons School important in transition from family to workSchool important in transition from family to work –Shift from ascribed to achieved status Education as a means of overcoming inequalityEducation as a means of overcoming inequality –School as a meritocratic system

5. Schooling and society Structuralist perspectivesStructuralist perspectives Critical of education as a means of social mobilityCritical of education as a means of social mobility –Marxists Correspondence principle (Bowles and Gintis)Correspondence principle (Bowles and Gintis) –Role of education to reproduce labour power for employers –Feminists Hidden curriculum of gender differentiationHidden curriculum of gender differentiation –Uneven distribution of male/female teachers, different expectations and subject availability for boys and girls

6. Intelligence and achievement –Achievement based on meritocracy Ability (IQ) + Effort = MeritAbility (IQ) + Effort = Merit –Intelligence: Established as mental ability that is inherited and can be accurately measured (IQ)Established as mental ability that is inherited and can be accurately measured (IQ) IQ tests focus on genetics differences onlyIQ tests focus on genetics differences onlyBUT Studies have shown that social inequalities and disadvantage are important in the construction of intelligenceStudies have shown that social inequalities and disadvantage are important in the construction of intelligence

7. Education and class inequalities –Studies demonstrate on-going reproduction of class inequalities relating to education and achievement Cultural deprivation theoriesCultural deprivation theories –Failure at school due to deficiencies in working-class culture Cultural capital (Pierre Bourdieu)Cultural capital (Pierre Bourdieu) –Privileged forms of language, values, self-presentation and knowledge transmitted from the middle-class and recognised by the school –Working-class do not have access to this cultural capital

8. Technology and education –Development of new information technologies Computers, the Internet, satellite technology etcComputers, the Internet, satellite technology etc –Potential impact on education: New technologies being used within schoolsNew technologies being used within schools Possibility of education via electronic media replacing more traditional formsPossibility of education via electronic media replacing more traditional forms Concerns:Concerns: –Availability of information does not necessarily mean an increase in knowledge –Disadvantages those who suffer from information poverty –Problematic to rely too heavily on the role of technology

9. Summary –Education is one of the most important social institutions –The schooling process contributes to the reproduction of inequalities Gender, ethnicity, classGender, ethnicity, class –New information technologies lead to: Possibilities for changing schoolingPossibilities for changing schooling Increase global connections between peopleIncrease global connections between people –Technological developments cannot be separated from larger social/political context