education marxism. some questions… 1.functionalists argue that there are three broad roles that...
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Education
Marxism
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Some questions…
1. Functionalists argue that there are three broad roles that education fulfils. The first of these is socialisation – something that ensures that:
a) young people are socialised into key cultural values.b) young people are given the chance to make friends.c) young people learn how to read and write.
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Some questions…
2. The second function of education is skills provision – something that is important for:
a) preparing people for their married life.b) preparing people for their working life.c) preparing people for examinations.
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Some questions…
3. The third function of education is role allocation – something that:
a) ensures that people end up becoming wealthy.b) ensures that people end up working in jobs that are appropriate for their skills.c) ensures that young people know their place in society.
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Some questions…
4. What did Durkheim say about education?
a) education passes on norms and values.b) education helps to create social order.c) both of the above (which lead to a values consensus being formed).
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Some questions…
5. What did Parsons say about education?
a) education (specifically, school) is like a bridge between the family and adult roles in society.b) school passes on the universal value of achievement. c) both of the above.
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Some questions…
6. Parsons said that education selects children for appropriate roles in society. It does this because it is:
a) problematic.b) autocratic.c) meritocratic.
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Some questions…
7. Davis and Moore (1945) said that society sorts its members into different positions. There are certain rules for how education does this that are called:
a) the principles of education.b) the principles of state control.c) the principles of stratification.
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Some questions…
8. Davis and Moore argued that there has to be a system of unequal reward in order to:
a) motivate people to train for the top positions in society.b) keep the rich people rich.c) oppress the desires of the working class.
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Marxism & Education
• Remember: the main themes of Marxism are…
– Class Conflict
– Social Inequality
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Althusser (1971)
• Marxist sociologists challenge the functionalist approach.
• For example, Althusser (1971) disagrees that the main function of education is the transmission of common values.
• Instead, Althusser argues that education is an ideological state apparatus.
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Althusser (1971)
• Ideological – set of ideas
• state – rulers (elites)
• apparatus – the way something works…
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Althusser (1971)
• Althusser suggests that the real function of education is to maintain, justify and reproduce class inequalities from one generation to the next.
• Althusser argues that this is done through the hidden curriculum.
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Althusser (1971)
• The hidden curriculum ensures that working class people conform to the capitalist system (the economic structure) and that the position of the ruling class is maintained as a result.
• Working class people accept relative failure and inequality as a result.
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Bowles and Gintis (1976)
• Bowles and Gintis (1976) elaborate on Marxist themes and ideas.
• They suggest that education reproduces the capitalist relations of production.
• This means that the hierarchy of work is replicated at school.
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Bowles and Gintis (1976)
• Because of this, the workers (pupils) unquestioningly adapt to the needs of the elitist (school) system.
• In this sense, Bowles and Gintis suggest that the activities of school correspond to the world of work.
• Teachers are like bosses, pupils are like workers.
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Bowles and Gintis (1976)
• Workers (pupils) are motivated by rewards (such as exam success).
• At school, rewards are not entirely dependant upon academic ability.
• Conformity and obedience can lead to educational success.
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Functionalism & Marxism: Education
• Functionalists see education as a way of producing model citizens.
• Marxists argue that education is intended to turn working class kids into conformist workers.
• Both approaches are structural – they see social institutions as being more important than individuals.