OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
OCR A+ Level Sociology- Education
Durkheim- Moral Education - ANS-all societies need to create a sense of social
solidarity in their members, education plays a vital role in instilling a sense of shared
culture and identity
Durkheim- the Division of Labour - ANS-preparing young people for the world of work,
individuals choose from a wide range of specialist jobs
Davis and Moore- Role Allocation - ANS-important function of education is to select and
grade pupils for their future roles in society
Davis and Moore- Meritocracy - ANS-employers can identify the most able individuals
are identified and recruited them to fill the most important positions in work
Parsons- A bridge between school and work - ANS-education has taken over the main
responsibilities for the secondary world of work, acting as a middle ground.
Particularistic vs universalistic values
Parsons- Value Consensus - ANS-individual achievement, competing for higher grades
and qualifications. Equality of opportunity, schools reflect the values of society and
meritocracy
Althusser - ANS-education as an ideological state apparatus, with the function of
maintaining, legitimising and reproducing inequalities in wealth and power; transmitting
the values of the ruling class, capitalist values disguised as common values in the
hidden curriculum
Bourdieu - ANS-Symbolic violence. W/c cultural attributes are rejected as education is
defined by and for the m/c who have cultural capital; w/c accept failure and limited
social mobility as justified symbolic violence
Bowles and Gintis - ANS-Correspondence theory, education directly reproduces the
capitalist relations of production e.g. hierarchy, shared skills and attitudes. The workers
adapt to the system with little personal freedom
Willis - ANS-Learning to Labour. Counter school culture- appears to oppose school
OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
, OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
values and teachers, attached no value to grades and success. Resistance and
social
reproduction- brain washing into docile workers, ideology of capitalism condemns them
to failure. Masculinity wasn't associated with school success
Halsey - ANS-Grammar school system disadvantages working class children. 11+ exam
tested m/c culture and falsely labelled w/c children as less intelligent, and it was
believed by the w/c and acted on.
Crossland - ANS-Fairer education leads to social mobility. Labour party politician wrote
in his book "The Future of Education" that a fairer education system would also equalise
the distribution of rewards and privileges- social mobility would increase so class
distinctions would become blurred.
Shulz - ANS-Skills and knowledge as forms of capital. Prosperity would be brought to
all by allowing everybody to develop their potential and make the maximum contribution
to society, skills and knowledge were forms of capital. Investing more in your workforce
then efficiency and productivity would increase, reflected with increased spending on
education to produce a more skilled workforce
Buchanan and Tullock - ANS-Public choice theory. Bureaucracy and democracy are
likely to produce inefficient and ineffective services with the producers dominating the
decision-making process and not the consumers. See the education system as a
monopoly where consumers cannot freely choose alternatives, education reflects the
interests of teachers and the bureaucrats and that pupils are parents have little control
over education
Chubb and Moe - ANS-Introduction of market forces in education. Raising standards- in
state education students, parents and citizens have a legitimate say in how the
education system should be run. Vested interests tend to undermine the autonomy of
schools, restricting their ability to respond to the needs and wishes of parents. State
education is intended to serve wider public purposes as determined by politicians
Levin and Belfield - ANS-Found only modest improvements in student achievements
with the introduction of market forces but combined with greater social inequalities when
greater marketisation was used
Spender - ANS-1980- Invisible women. Women as invisible in education, with the
curriculum being male-biased and limited attention being paid to the role of women in
OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
OCR A+ Level Sociology- Education
Durkheim- Moral Education - ANS-all societies need to create a sense of social
solidarity in their members, education plays a vital role in instilling a sense of shared
culture and identity
Durkheim- the Division of Labour - ANS-preparing young people for the world of work,
individuals choose from a wide range of specialist jobs
Davis and Moore- Role Allocation - ANS-important function of education is to select and
grade pupils for their future roles in society
Davis and Moore- Meritocracy - ANS-employers can identify the most able individuals
are identified and recruited them to fill the most important positions in work
Parsons- A bridge between school and work - ANS-education has taken over the main
responsibilities for the secondary world of work, acting as a middle ground.
Particularistic vs universalistic values
Parsons- Value Consensus - ANS-individual achievement, competing for higher grades
and qualifications. Equality of opportunity, schools reflect the values of society and
meritocracy
Althusser - ANS-education as an ideological state apparatus, with the function of
maintaining, legitimising and reproducing inequalities in wealth and power; transmitting
the values of the ruling class, capitalist values disguised as common values in the
hidden curriculum
Bourdieu - ANS-Symbolic violence. W/c cultural attributes are rejected as education is
defined by and for the m/c who have cultural capital; w/c accept failure and limited
social mobility as justified symbolic violence
Bowles and Gintis - ANS-Correspondence theory, education directly reproduces the
capitalist relations of production e.g. hierarchy, shared skills and attitudes. The workers
adapt to the system with little personal freedom
Willis - ANS-Learning to Labour. Counter school culture- appears to oppose school
OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
, OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
values and teachers, attached no value to grades and success. Resistance and
social
reproduction- brain washing into docile workers, ideology of capitalism condemns them
to failure. Masculinity wasn't associated with school success
Halsey - ANS-Grammar school system disadvantages working class children. 11+ exam
tested m/c culture and falsely labelled w/c children as less intelligent, and it was
believed by the w/c and acted on.
Crossland - ANS-Fairer education leads to social mobility. Labour party politician wrote
in his book "The Future of Education" that a fairer education system would also equalise
the distribution of rewards and privileges- social mobility would increase so class
distinctions would become blurred.
Shulz - ANS-Skills and knowledge as forms of capital. Prosperity would be brought to
all by allowing everybody to develop their potential and make the maximum contribution
to society, skills and knowledge were forms of capital. Investing more in your workforce
then efficiency and productivity would increase, reflected with increased spending on
education to produce a more skilled workforce
Buchanan and Tullock - ANS-Public choice theory. Bureaucracy and democracy are
likely to produce inefficient and ineffective services with the producers dominating the
decision-making process and not the consumers. See the education system as a
monopoly where consumers cannot freely choose alternatives, education reflects the
interests of teachers and the bureaucrats and that pupils are parents have little control
over education
Chubb and Moe - ANS-Introduction of market forces in education. Raising standards- in
state education students, parents and citizens have a legitimate say in how the
education system should be run. Vested interests tend to undermine the autonomy of
schools, restricting their ability to respond to the needs and wishes of parents. State
education is intended to serve wider public purposes as determined by politicians
Levin and Belfield - ANS-Found only modest improvements in student achievements
with the introduction of market forces but combined with greater social inequalities when
greater marketisation was used
Spender - ANS-1980- Invisible women. Women as invisible in education, with the
curriculum being male-biased and limited attention being paid to the role of women in
OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf OCR A+ Level Sociology- Education .pdf
