• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Using material from Item A and elsewhere assess Marxist explanations of the role of education in society.

Extracts from this document...

Introduction

´╗┐Using material from Item A and elsewhere assess Marxist explanations of the role of education in society. Item A: Marxism is a conflict view that sees society as based on class divisions and exploitation. Education functions in the interests of the ruling class in a number of ways Althusser argues that education is an ideological state apparatus controlling people?s ideas, values and beliefs. In particular, education reproduces class inequality, failing each generation of working ? class pupils in turn. It also legitimates class inequality by producing ideologies that disguise its true cause. Education tries to convince people that inequality is inevitable and that failure is the fault of the individual.(c) Marxists argue that schooling takes place in ?the long shadow of work?. Other sociologists such as functionalists and the New Right disagree with Marxist explanations. They argue that education performs positive functions for society as a whole. Marxism is a conflict view that sees society as being based on class divisions and exploitation. Marxists argue that, In capitalist society there are two classes ? the ruling class (capitalists, or bourgeoisie) and the subject class (working class, or proletariat).The capitalist class own the means of production (land, factories, machinery etc) and make their profits by exploiting the labour of the working class.This creates class conflict that could threaten the stability of capitalism or even result in a revolution to overthrow it. ...read more.

Middle

The relationships and structures found in education mirror or correspond to those of work .However, Bowles and Gintis argue that this is a myth. In reality, success is based on class background, not ability or educational achievement. But by promoting the (untrue) claim that rewards are based on ability, the myth of meritocracy helps persuade workers to accept inequality and their subordinate position as legitimate. The curriculum principle operates through the hidden curriculum ? all the ?lessons? that are learnt in school without being directly taught. Through the everyday workings of the school, pupils accept hierarchy, competition, alienation etc. It becomes simply the normal way to think The education system helps to prevent people from recognising their exploited position and rebelling against the system, by legitimating class inequalities. It does this by producing ideologies (sets of ideas) that explain why inequality is fail, natural and / or inevitable. The education system creates many myths, including the ?myth of meritocracy?. Functionalists argue that education and the world of work are both meritocratic, because in their view everyone has an equal opportunity to achieve. Those who gain the highest rewards deserve them because they are the most able and hardworking. Bowles and Gintis reject the functionalist claim that education allocates the most talented people meritocratically to the most important and best ? rewarded roles. ...read more.

Conclusion

Not only does the education system function to provide a willing workforce for capitalism, but increasingly it does so while making profits for capitalists. Postmodernists argue that Marxism is out of date. The correspondence principle no longer operates or is at the very least too simplistic a view. Postmodernists argue that class divisions are no longer important in a post ? Fordist economic system that is now much more diverse and fragmented. They claim that where Marxists see inequality, there is really diversity and choice. Feminists argue that schools reproduce not only capitalism, but patriarchy too. Mc Robbie points out that females are largely absent from Willis? study. However, Willis? study has been the model for research into other educational inequalities, including gender, ethnicity and sexuality. Marxists disagree among themselves as to how reproduction and Legitimation take place. Bowles and Gintis take a deterministic vie and assume that pupils passively accept indoctrination. Willis rejects this simple ?brainwashing? view and shows how pupils may resist school and yet still end up in working ? class jobs. Romanticisation: Willis has been criticised for romanticising the ?lads?, presenting them as working ? class heroes despite their anti ? social behaviour and sexist attitudes. His study of only 12 boys in one school is also unlikely to be unrepresentative. Also in item A is states New Right disagree with Marxist explanations. They argue that education performs positive functions for society as a whole. . ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Sociological Differentiation & Stratification section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Sociological Differentiation & Stratification essays

  1. Marked by a teacher

    Outline and assess Functionalist explanations of the role of the education system.

    4 star(s)

    However, it may be that in reality value consensus does not exit, as today the diversity of society means that there is not agreement about norms and values. Ethnic and cultural diversity may therefore be attributed as factors which mean that the education system is not an institution which unites

  2. Peer reviewed

    Using material from item A and elsewhere, assess the contribution of religion to social ...

    3 star(s)

    Social changes may lead to changes in religion too. Parsons suggested that as the family and Education developed during the 19th and 20th centuries, religion lost some of its functions. Schools became the educators and families the carers. Marx argued if there were changes in the infrastructure in society then there would be changes to the supernatural.

  1. The education system is meritocratic

    negative one which was legitimised by the myth of meritocracy where there is an idea that meritocracy exists and this is fed through the hidden curriculum as children are told through school if you work hard you can achieve this but this doesn't exist it's just said to not only

  2. Outline and assess sociological explanations for class inequality.

    They argue that class conflict is an essential part of a capitalist society and they state that it is impossible to introduce reforms which would lessen the inequality produced by capitalism. The Marxists argue that class is determined by an individual's relationship to means of production and state that inequality is the result of a person's class.

  1. Using material from Item 1B and elsewhere, assess sociological explanations of ethnic differences in ...

    Mirza observed the students, used questionnaires and conducted informal interviews to better understand the students, and carried out detailed case studies on 3 black women. She argued that there is a myth of underachievement for black women; she also believes that in general the educational achievements of black women are underestimated.

  2. Using material from Item A and elsewhere assess the contribution of Marxism to our ...

    Willis done a study on 12 ?lads? that showed that working class pupils can resist such attempts to be controlled for 6 months while they were in school and 6 months of work. The lads found school meaningless and they did not follow the rules and values of school.

  1. Outline and assess the view that the role of the education system is to ...

    to failure and therefore does not account for the success of the working class. Bourdieu does not acknowledge that working class pupils may choose to negotiate their way through the education system or may even reject the value of education.

  2. Examine the Marxist view that the role of the education system is to reproduce ...

    Education according to Emilie Durkheim (1903) consists of two main functions, creating social solidarity and teaching specialist skills. Social solidarity is the sense of being part of a group or society. Functionalists believe this is key to making education run accordingly as without social solidarity people would only self-indulge in their own desires.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work