Using Item A and E & knowledge from elsewhere identify, outline and assess the perspective which is being used to describe the role of the education system.

The Role of the Education system

Using Item A and E & knowledge from elsewhere identify, outline and assess the perspective which is being used to describe the role of the education system. (10)

Functionalism plays a big part in the function of the education in society.

Education provides a bridge between home and wider society, children are judged by universalistic standards of society rather than particularistic values of the homes, roles in the family are ascribed whereas roles in society are achieved. Parsons says that school is the focal socializing agency; it acts as a bridge between family and society which is believed by many functionalists. Parsons also believes that school is a major mechanism for role allocation, it tests and evaluates students and their skills are often matched to skills and capacities to jobs which they are best suited to.

They also say that education plays an important part in role allocation, in the sense that the most able and talented go to the most important positions in society which reinforces social solidarity. Functionalists believe that education is based on meritocracy and that all pupils receive education suited to their natural aptitudes.

Functionalists assess the contribution made by education to maintenance of value consensus and social solidarity; as well as this they also examine the relationship made between education and economic system and how these relationships integrate society as a whole.

This is a preview of the whole essay

However there are many criticisms made of functionalist. Social solidarity does not always promote unity, if it did, why are there increasing numbers of people involved in crime, deviance and rioting in society. Functionalists assume that all pupils start from a level playing field, however in practice some children start with large amounts of culture capital which is dominated by the middle class as they know about: skills, language, manners and the style of dominant culture so they have a better advantage than working class. The Ridings school showed no signs of social control, there are no norms and values and no harmony which contradicts functionalism as a whole “establish a normal routine. We need to get the school working and we need to get youngsters in lessons” The school pupils were not taught any job skills and therefore they were not being prepared for the world of work at all, here it would seem that it is not a miniature society as Marxist and Feminist say that Durkheim’s idea of democracy is very idealistic as they see class and ethnicity as affecting opportunities so they don’t necessarily start from a level playing field as functionalists suggest. Internationalist on the other hand believe that we don’t live in one society with one culture, it depends on individuals what routes they want to take in school, whether they will work and accept the education system or reject the values of the school and therefore wider society. However education cannot be a moral source of education as we don’t have a collective conscience, there are always differences depending on ethnicity, sexuality etc.

Durkheim believes that education has an important role in society and creates social solidarity, teaches common norms and values. He argues that school provides a link between the individual and society. For example with work experience, the pupils study at school and then they go into the world of work to apply those skills.

He also believes that education teaches individuals skills, which are needed for their future occupations which is important to the industrial society. As school is a miniature society, they develop skills which are needed for the workforce. He also believes that school is the necessary homogeneity for social survival and specific skills provide ‘necessary diversity for social co operation’. Hargreaves however argues that schools do not have a sense of dignity for working class pupils. He says that if the pupils don’t achieve it is likely they will form subcultures and rebel; against the values of school and as a consequence of society. Other critics say that Durkheim assumes that norms and values are taught by school for the benefit of the society rather than of a ruling elite or ruling class.

Davis and Moore believe that relationship between academic credentials and occupational rewards is not close, they believe that the education system doesn’t grade people in terms of ‘what you know, it’s who you know’. As a result of this, intelligence has little effect on education attainment.