Naturally, functionalist have been criticised for their optimistic nature. Functionalists have been criticised for tending to assume the educational system is a meritocracy where pupils have an equal chance. However, evidence indicates that that isn’t true. E.g. working class and ethnic minority still underachieve. Also the educational system confirms pupils in their social positions rather than provide opportunities for achievement. E.g. middle class people get middle class jobs.
One functionalist that is transmitting this view is Durkheim. Durkheim saw the main function of education as transmitting society’s norms and values. It’s vital for all societies to create social solidarity which involves an individual’s commitment to society, a sense of belonging and a feeling of that a social unit is more important than the individual. Education, according to Durkheim, provides this link between the individual and society.
Durkheim also argues that in complex industrial societies, the school serves a function, which cannot be provided by family or friends. This taught in school, where the pupils must interact with other pupils in terms of a fixed set of rules. By teaching this it will prepare pupils for interacting with other members of society in terms of the society’s rules. Durkheim also believes that existing school rules should be strictly enforced as it teaches pupils not to act out against the interests of the social group as a whole.
Hargreaves agrees with Durkheim on this matter. He has criticised contemporary schools for placing too much stress in developing the individual and not enough on the duties and responsibilities towards group life. Hargreaves argues that these schools fail to produce a sense of dignity for working class pupils, which may lead to the failure to develop a sense of belonging within schools, which can then lead to pupils forming subcultures that reject the values of schools and therefore those of the wider society
Another functionalist that has given his view is Parsons. Parsons argues that after the primary socialisation has been provided to the child by its family, the school takes over as the main socialising agency thus therefore performing an important socialising function. By carrying out this function, schools helps to ensure the continuity of society’s norms and values. This is displayed in the classroom, which Parsons sees as microcosm of society. This miniature society provides a training ground for the wider society and affects the transition from childhood to adulthood. The school prepares pupils for this transition by operating on meritocratic principles where status is achieved rather than ascribed.
Parsons, like Durkheim has been criticised for failing to give adequate consideration to the possibility that the values transmitted by the education system maybe those of a ruling minority rather than of society as a whole. Also one can question Parsons’ view that schools operate on meritocratic principles.
Parsons also sees the educational system as an important mechanism for selecting individuals for their future role in society. By testing and evaluating pupils, which matches their talents and skills to the jobs they are best suited for. In other words, school is a form of role allocation.
Davis and Moore who argue that the education system sorts individuals in terms of their skills and abilities also voice the view of role allocation. They argue that the most talented are allocated to the positions that are most important for society. Incentives (high rewards) are attached to these positions which means everyone will compete these positions and only the talented will win through.
Davis and Moore have been criticised for assuming that those who graduate from school will end up with the top jobs. Income is only weakly linked to educational attainment-you don’t always get what jobs you want. Also evidence suggests that social class prevents the education system from efficiently grading individuals in terms of ability.
To conclude this essay, the functionalists have identified education as a crucial part of the socialisation process as it transmits and re-inforces society’s norms and values, prepares children for adult roles and selects young people in terms of their abilities for crucial roles. However, their views have been criticised for various reasons mainly for being to optimistic in how the educational system operates.
