Sociology:- Education

Whar problems might there be for individuals and society if complusory were to be abolished?

-Difficulty in getting jobs -System failure -causes more political and economic issues -chaos -economy will go downhill

What are the aims and purposes of eduction? And reasons to go to school?

-To learn -To move up -To prepare us for the real world -To get get prestigious acheivements -To get GCSE'S -Gain knowledge -it's compulsory -to interact with different cultures -Be a apart of mainstream society -to learn new skills -Integrate into society

What benefits is there that going to school has brought?

-meeting new people -interaction with people with different background -gaining good knowledge on subjects

New Right Perspective

-some similarities to the fuctionlist perspective -education is meritocratic -some people are naturally more talented that others -education should teach national identity Different to fuctionlism because: -they don't be,ice that the state is functioning in achieving these goals -instead of state schooling for most students we should encourage more completion through different for,s of private education. This would mean that the best schools would get most money because they would attract the most customers. -so schools would work just like any other business enterprise Evaluation Of the New Right Ideas: Competition will always benefit the middle class who can use their money and cultural advantages to get to the best schools. Social inequality is not about state education but about inadequate funding of state schools. Marxist say that education does impose a shared culture but the culture of the dominant ruling class.

School Hierarchy

1. headteacher 2. Deputy Heads 3. Head of faculties 4. Subject Teachers 5. Other staff members 6. Students

What do functionalist's believe?

Believes that everyone benefits from the education system. Education is seen as playing a key function on preparing young Poole into adulthood. Providing them with the means for success and upwards social mobility. They see eduction. as meritocratic-everyone has equal opportunities to achieve in school.

Marxist view~The correspondence Principle

Bowles and Gintis point out that there are close parallels between school and work in capitalist societies. For example, both school and workplace are hierarchies, with head teachers and bosses making des icons and giving orders, and workers and pupils at the bottom obeying. B AND G refer to these parafells to "correspondence principle" th realarionship and structures ( I,e, control and organisation) In education mirror those in workplace.

Functionalism:-

Durkheim, Founder of Functionalism -School creates social solidarity (sense of belonging, unites us brings us together by transmitting the shared culture -Specialist skills are needed in modern society and schools are responsible for equipping student with three skills eg computing PARSONS (Functionalist) -School acts as a bridge better family and wider society -At school we are judged by universal standards unlike home, where patricularisirc standard are applied DAVE AND MOORE -Inequality is necessary because imports rose roles needs to be filled by the best people -Education plays a part in this role allocation by sorting people according to ability. Evaluation:- -Evidence shows that equal opportunity/meritocracy does not exist, achievement is influenced by social class. -Marxist say that educator does not impose a shared culture but instead the culture of the dominant ruling class.

Secondary Socialisation

Education is a major social institution, and schools in Britain command a capture audience of virtually all children between the ages of 5 and 18. During the period of complusory schooling, children spend about half of the time they are awake at school during term time about 15,000 hours of their life.

What is education?

Education means the process of acquiring knowledge and understanding. The process occurs throughout lives through formal education and informal education.

Marxist view~ Teaching skills for work, economic role

For Marxist education is seen as reinforcing the class system. Thus children from less powerful groups learn the the skills necessary for lower status occupations while the children from more powerful groups gain the qualifications needed for the higher status occupations

Functionalist view:- Economic role teaching skills for work

For functionalist's schools and colleges teach the skills and knowledge necessary for work in a modern technical society, for example, literacy, maths and computer technology. Education prepares young people for their future snd for their future occupational roles

Formal Education

Formal Education is classroom-based, provided by trained teachers, this includes learning aspects of the national curriculum. For example, learning the compulsory main subjects on the main national curriculum like English and science

Functionalist view:-Social Control

Functionalist's argue that for society to run smoothly there must be some means of regulating people's behaviour and activities. School act as an agency of social control by teaching rules such was obedience and punctuality.

Functionalist view:- secondary socialisation

Functionalist's see that eduction plays an important role in teaching the norms and values of society to each new generation p. School is seen as an agency of socialisation through which young people learn a common culture, beliefs and expectations

Functionalist view:-Role Allocation

Functionalists see the education system as a sieve, grading students according to their ability and placing individuals in roles/jobs best suited to their talents abilities. Functionalist's believe that education is meritocratic and all individuals have equal opportunities in their school. Those who achieve high qualifications are seen as the most able and therefore rewarded with the most important jobs in society with the most power and highest pay

What would certain sociologists idea of the function of the education system be?

In terms of functionalism, to integrate into society, carry out the process of social mobility Marxists and functionalist share the same belief of carrying out role allocation by your grades Preparation for the world of work New rights believe it's the teaching of British values to bring us closer and share one culture

Informal Education

Informal Education happens inside and and outside the classroom, in after school programs, community based organisations, museums, libraries or at home. For example, how to be respectful, conforming to British ideals and following rules and regulations. What we call 'Informal Education' is the process of learning about behaviours, values and attitudes, which is sometimes known as 'hidden curriculum'

Marxist view~Social control

Marxist argue that social control in schools is seen as reflecting social control in wider society which benefits the powerful groups. For example the importance of obeying a teacher in school is seen as preparation for obeying a boss in workplace

Marxist view~ the socialisation role

Marxist see eduction as socialising individuals into accepting the values powerful group.s for example, the stress placed on the importance of hard work in schools and colleges is seem as preparing future workforce for accepting hard work as normal as normal when it enters the workplace.

Evaluation or Functionalism

Marxist would claim that fhe education transmits a culture that benefits the ruling class not society as a whole. Like other institutions, its role is to reinforce capitalist ideology and to maintain and justify class inequality. Doesn't actually say what makes a Job am important job. The new right argue that the state education system fails to adequately prepare people for work because state control discourages effcimcy competiton and choice.

Marxist view~ the selective role

Marxists do not believe that the education system provides equal opportunities for everyone , Marxist believe that education is not meritocratic but benefits the middle or upper class. This is because they reject working call culture therefore working class students underperform.

Correspondence Principle

- Similarities/parallels between work and school

Willis- Learning to Labour

Paul wilis developed a neo-marxist view of education. Studied a group of 12 working class boys, 'the lads' from a small industrial town. He uses grouped discussions, informal interviews and diaries, Willis noted the boys formed their own counter school culture that was opposed to the values of school. Boys found value in manual work yet hardly any in academic to conform to their strong masculine identity. Acted defiant in the face of the school rules and values by playing truant, disruption. Willis findings, appear to challenge the Marxist view presented by Bowles and Gintis as the lads were aware that meritocracy was a myth and that they didn't have the same opportunities as other pupils. However, by rebelling against the school's values and playing truant the 'lads' fail to gain substantial qualifications which means that they are only able to acquire unskilled jobs. For Willis the irony is that by helping them resist the school's ideology, the 'lads' counter culture serve to ensure that they are destined for the unskilled work that capitalism needs someone to perform.

Three Features of Hidden Curriculum In Our School

School rules, detentions, suspensions, rewards like merits reward trips, another is school assemblies, for each year per day. For example yr 10 on Thursday. Last one is punctuality and being on time as as your late, you'll receive a negative sanction like detentions.

Social Mobilty

Social mobility refers to the movement of groups or individuals up or down the social hierarchy.

Functionalist view:- social cohesion/solidarity

The education system helps create a sense of social solidarity and cohesion by transmitting society's culture (shared beliefs and values) from one generation to fhe next. For example, functionalist's argue that the teaching of a country's history instils a sense of shared heritage and 'Britishness,' as well a commitment to the wider social group.

Meritocracy

This is a society in which social and occupational positions (jobs) and pay are allocated to on the basis purely of people's individual, experience, talent, abilities, qualification, skills and individual merits. In short, s system based on equal opportunities, success is based on ability, in Britain today this nearly always means educational qualifications.

Equality of educational opportunity

This is the idea that every of child, regardless, of his or her social class background, ability to pay school fees, ethnic origin, gender or disability, should have an equal chance of doing as well I'm education s his or her will allow. However, despite these attempts, inequality in educational opportunity remains as will be considered later.

Hidden Curriculum

This is the teaching of values, attitudes and behaviour through the school's organisation and teacher's attitude but which is not part of the formal timetable. They're lessons which are learnt but not openly intended such as norms, values, and beliefs conveyed in the classroom and social environment. The hidden curriculum involves learning rules, routines and regulations. For example, through the everyday workings of school, pupils become used hierarchy, completions and punctuality etc In this way, schooling prepare working-class students tor their role as exploited workers, producing the workforce that needs and perpetuating class inequalities from one capitalism generation to the next.

Social Cohesion

This refers to the bonds or 'glue', that bring people together and Integrate them into society.