Describe the different purposes of education according to different sociological perspectives. Education as a whole is a vital part of socialisation, and has been called the 'secondary' socialisation after the family. Functionalism confirms this theory with the idea that education is another social system within the structure, helping the society to function. Parsons states that the school compensates for the defective socialisation sometimes present, especially in dysfunctional families. For example some families may fail to instate the morals of society and so that is left up to the school. Merton continues the theory by concluding that within the family the status is ascribed and therefore does not reflect the real world. In the school status has to be achieved and is only done so on merits providing a better preparation for the outside world. This is a preferable socialisation as the wider society expects and relies upon achieved status. Ottoway & North suggest that the schools are useful because they pass on knowledge and skills to the next generation, this is to keep society functioning. It also sustains and in the long term will improve present knowledge. Moore & Davies back up this theory stating that the school provides an 'economic placement'. Through qualifications, it allocates placements of individuals into the employment structure. Durkheim incorporates all
Supply teacher war My name is James Duff. I was born on the 14th of may 1987, in Singapore. I live in Whitchurch hill and go to Langtree school. My interests are computers, biking, music and football. For most raucous young schoolboys, participating in classroom warfare is as customary as things go, but sadly for me, my stationery-throwing days had to come to a cease-fire on the day I achieved the ultimate goal. It was an insufferable, cold and wet Monday morning morning queuing up in sub-zero temperatures for the dreaded maths lesson awaiting. Like a virus suddenly spreading, rumours were going round that the usual dragoness disguised as a maths teacher was absent. This could mean only one thing; supply teacher, and it was this one thing that made the freezing wait worthwhile. After a few more minutes solidifying as ice, a door opened and out strolled our prey; looking like a soldier walking out to battle. Her pre-battle morale was showing, but was soon to be shattered. She introduced herself, Ms Uptite. Now that we had reckoned our new opponent, we walked onto the battlefield: the classroom. She appeared timid as she read out the lesson plan but then again, so did every new opponent. The enemy told us to open our books and start working, so naturally, nobody did any such thing. Conferring commenced over what to do with our new prey, what our tactics should be. It was
The Education Act of 1870 Introduction During the 1830's two thirds of England's population could not even read or write. The majority had access to only unskilled work. There was a growing demand for people to be trained and able to specialise in various aspects advancing technology. The government seemed to be reluctant to intervene as Mr Davies Giddy claimed, in the House of Commons: "...Giving education to the labouring classes of the poor, it would, in effect, be found to be injurious to their moods and happiness; it would teach them to despise their lot in life, instead of making them good servants in agriculture and other laborious employments to which their rank in society had destined them." In spite of the apprehension of the Dissenters and the unwillingness of sections of the governing classes, the state was being forced, slowly, but surely to take more than a passive interest in the education structure of the country. The need to be able to read and write was the key factor to allow people to adapt to the changing world, and for the path of democracy to be barred no longer. In the early nineteenth-century upper and middle class children could be educated because their parents could provide the assets, whilst the lower class children earned their living in appalling conditions. There were schools such as dame's schools for lower class children, who had
In What Ways Did Popular Culture and People’s Pastimes Divert the Working Class Away From Socialism?
IN WHAT WAYS DID POPULAR CULTURE AND PEOPLE'S PASTIMES DIVERT THE WORKING CLASS AWAY FROM SOCIALISM? Introduction A logical way to answer this question is to examine popular culture from the stance of the socialists themselves, who had their own views on how the popularity of the emerging leisure industry had a negative effect on the workers. Their general argument was that capitalism exploits its labourers and the leisure industry is just another form of capitalism. Not only the paying consumers were being exploited, but also the people employed by the leisure industry; the player on the pitch or the performer on the stage was no better off than the worker in the factory. The British socialist movements had only begun to emerge in the late 19th century, such as the Independent Labour Party and the Social Democratic Foundation, formed in the 1890's. This was at a time when commercial entertainment was booming, due to a combination of less working hours and more disposable income. Most major towns had football teams, for example, and music halls had become the entertainment of choice, keeping people occupied at least until the advent of cinema. Pubs were more popular than ever, and the ease of travel brought on by the development of railways meant that standardised holiday trips were sold as commodities. The entrepreneurs responsible for commercial entertainment in the mid
0TH February 2003 Rachel Glendenning 10A Education for all. "Show how the provision of education before 1833 depended upon personal wealth." Education before 1833 did depend upon personal wealth along with other factors, (fully explained later on.) Different classes of people attended different types of schools, and the costs that the schools charged would have a great impact on the types of people attending them. A governess would look after the wealthy children, and the boy's governess would be replaced by a tutor, until they were old enough to attend school. This tutor would teach Greek and Latin. But in order for the boys to be taught mathematics, and French a 'visiting master' must be hired. The girls, on the other hand, were taught 'accomplishments,' which included music, drawing and dancing. The women's role was to be elegant and to entertain as a wife, not to be educated and working outside of the home. This was where the education stopped for the females; though, the upper class young boys went on to attend a public school, such as the ones at Eton, Harrow and Winchester, which taught classics, such as Latin and Greek, classical History and sport. Though these schools were well known for bullying, including fagging, strict corporal punishments and really bad teaching. These types of schools were very inefficient, and many
Examine the reasons why females tend to achieve more than males in the education system Females are now exceeding their male counterparts in their achievement in the education system. From the early 90's females have been achieving more and have clearly overtaken males. In 2003/4 the females had taken over males by 20% in achieving 5 or more A*-C GCSE grades. This enormous gender gap is now causing some sociologists to be concerned in male underachievement in the education system. The media have created the view that boys are underachieving; they are just not improving as quickly as females. Sociologists such as Sue Sharpe and Weiner, Arnot and David look at the reasons for the female's success. Whereas sociologists, like Paul Willis and Mitsos and Browne suggest reasons for male underachievement. Weiner, Arnot and David are cynical about the underachievement of boys. They feel that the concern about the boy's underachievement is a reaction against the progress of women. They say that girls are succeeding because of the National Curriculum at GCSE level, but at A-level the subjects are still gendered. Meaning that not many females pick certain subjects - therefore limiting the subjects that can do. By the subjects being limited it doesn't allow females to pick subjects they either want to do or will achieve well in due to an overwhelming number of male students in the
In the rest of the U.K., to what extent did the domestic legislative reforms of the liberal’s administration of 1868-74 Improve conditions for the working class?
In the rest of the U.K., to what extent did the domestic legislative reforms of the liberal's administration of 1868-74 Improve conditions for the working class? Society was in desperate need of a political shake-up, and Gladstone although deeply involved with Ireland attempted a great programme of reforms. Gladstone had to satisfy a number of political pressure groups both within and outside the liberals, whilst keeping to what he believed in; sound finance, religious toleration and equality of opportunity. The third is the most important as he aimed to help the working classes, it was an, "Attack on privilege to create a meritocracy." Gladstone did bring in many reforms that were designed to help the working classes but how far did they go to bring social change. An example of the political pressures can be drawn from the education reforms. The middle classes had wanted educational reform after seeing U.S.A. and Prussia offering free education, and thought that Britain was falling behind. The liberals however had to work between extremely fine lines as they had opposing pressures from Anglicans and Nonconformists. There were other opposing pressures from the national education league and the national education union, who were opposed on whether or not education should be denominational. Gladstone was under tremendous pressures and found it hard to draw up an act that
My First Day at School My first day at school, I can remember it as if it was yesterday. It's a stage of growing up when you're wearing a shirt tucked into your trousers and the blue and yellow tie done up neatly. The day when you're parents take you to school and wait with you until the bell rings. Then, while your standing in the line, all the dad's and mum's are waving goodbye. You would think that you're never going to see them again the way they act and of course there's always one who is crying and flooding in tears because the little girl who had brown curly hair doesn't want to leave her mum and dad. Then all the other children start laughing and teasing her when she enters the class. But I'm not trying to say that I was perfect, as I wasn't, actually I got really frightened and scared. The night before my first day at school, I didn't get much sleep at all. I was tucked up in bed and my mum gave me a goodnight kiss. All I could think about was what it would be like at school the next day. Also that day my older sister had been trying to annoy me, she told me if I talk in class I will get in serious trouble and get a detention on my first day. But now when I think about it, she was just trying to make me feel anxious and make me worry too much. During the night I had a nightmare and woke up breathing deeply and my heart was pounding. I remember looking at my clock
Identify and explain three ways in which, according to Marxism, the education system is said to "mirror" the workplace.
Identify and explain three ways in which, according to Marxism, the education system is said to "mirror" the workplace. (12marks) Marxists claim that the education system "mirrors" the workplace. The school disciplines students to the demands of work. They teach them things self presentation, self-image and most importantly social class identification. This is to ensure that they are prepared for the working world. If someone has low self esteem at school they will probably be low-paid and will have a low status in the workplace. The relationships people form with one another in school also replicates the relationships that are formed at work. At school everyone is arranged in a hierarchy or importance. The head teacher has the most authority over anyone else in the school. At a workplace the manager has the most power over anyone else in the organisation. Teachers have authority over the students and older students are superior to younger ones. This is exactly like the workplace where head of departments have authority over workers with a lower status. Another major similarity is that the education of a boy is seen as more important than the education of a girl. This is replicated when a male worker is paid more and even respected more than a woman in a place of work. Even the basic things mirror the workplace; vocational and academic subjects mirror manual and non-manual
The Matchgirls' strike Question 1: Study Source A What can you learn from Source A about the grievances of the Match Girls in 1888? Source A is taken from a newspaper article written by Annie Besant. It was published in 'The Link'; a magazine, which campaigned for better working conditions. The article gives an insight into the working conditions in factories. To get first-hand information, she interviewed matchgirls at the Fairfeild Works (The factory). The employees' complaints were based in four areas; physical and verbal abuse, dangerous working conditions, low wages and fines. Their grievances about low wages and fines was the fact that the matchgirls were earning 4 to 8 shillings a week; this is the equivalent to 20 to 40p. Fines were deducted from their wages if the girls have dirty feet or were late for work. There was one employee who was fined 5 shillings, which was about 5 hours of piece-work, for letting a piece of material twist around a machine to save her fingers being cut. The abuse they received was awful; the foreman would hit the girls when he was having a bad day or 'when he was mad'. The girls, as mentioned previously, complained about dangerous conditions in the working environment. The health and Safety standards were shocking, the employees had to dip matches in phosphorous, which is a highly dangerous chemical. They were also force to eat