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3.4 UNPRINTED
Sociology
| Question | Answer |
|---|---|
| Types of school | Primary Scondary State Private |
| Primary school | first level of formal education, typically aged 4-11. Provide children with a basic education in core subjects, foundation for personal + social development and preparation for secondary school |
| Secondary school | next level of formal education, typically aged 11-18. Provide students with a more advanced education in a variety of subjects and specialised education for specific careers or further education |
| State schools (public schools) | Funded by the government and free to attend. Follow national curriculum and subject to government inspection and regulation. Often the most common type of school |
| Private schools (Independent school) | Not funded by government + generally cost more. Have more autonomy over curriculum + not subject to same regulations. Many have religious or philosophical orientation, many have a reputation for academic excellence. May have a selective admissions process |
| Alternative forms of educational provision | Home schooling De-schooling |
| Home schooling | Child educated at home (parent/tutor) instead of traditional school. Done for many reasons (e.g. religious beliefs, dissatisfaction, personalisation). Typically follows a curriculum but can be more flexible and self-directed. More personalised education |
| De-schooling | philosophy of education emphasises self-directed learning + rejection of traditional schooling. advocating for natural learning style without constraints.bbelieve traditional schools stifle creativity + children should be free to follow passions |
| Functions of education | Serve the needs of the economy Facilitate social mobility Foster social cohesion |
| Serve the needs of the economy | Means of providing individuals with skills + knowledge to be productive members of society, ensuring the economy has a skilled workforce that can meet employer’s demands and compete in the global marketplace |
| Facilitate social mobility | Helps individuals to move up the social ladder by providing skills + knowledge to succeed. Provides pupils from different backgrounds with the same education |
| Foster social cohesion | Fosters a sense of shared identity, common values, mutual understanding, civic engagement and shared responsibility for the common good. This shared understanding promotes social cohesion and community |
| Functionalist views on education | See education as beneficial institution that prepares for demands of society + maintains social order. Complex system maintains stability. Traditional school is necessary, alternative forms of education may be inadequate preparation and problematic |
| Emile Durkheim | French sociologist. Key ideas Socialisation of children Creating social cohesion Skills for work |
| Socialisation of children Emile Durkheim | Transmission of society’s norms and values, teaching cooperation + self-discipline through reward and punishment, helping children to function in wider society |
| Creating social cohesion Emile Durkheim | Provides a link between individual and society, providing a sense of community and commitment to it |
| Skills for work Emile Durkheim | Learn skills to function in society |
| Talcott Parsons | American sociologist. Key ideas Process of socialisation Education and meritocracy Transmission of universalistic values Role allocation |
| Process of socialisation Talcott Parsons | Teaches norms, values and expectations of society, playing a crucial role in the development of individuals and integration into society, maintaining social order |
| Education and meritocracy Talcott Parsons | Individuals rewarded on their abilities and achievements. Promotes social mobility and equal opportunities |
| Transmission of universalistic values Talcott Parsons | Bridge between family and society. Families each have different values, but in education universalistic values are used |
| Role allocation Talcott Parsons | Selection of individuals for future role in society. Identifies the most able and hard-working, to give the most important roles |
| Marxist views on education | A tool used by capitalist class to perpetuate dominance + serve interests, + only maintains capitalist class (the bourgeoisie) by exploiting working class (the proletariat). Alternative methods of education serve to reinforce class division and privilege. |
| Feminist views on education | Alternative schooling positive as flexibil, especially for girls who face discrimination in schools. Trad educational content often reinforces gender roles. Historically, curriculum favoured male achievements. Increased educational opportunities for women |
| Correspondence principle | The idea that the education system corresponds to the needs of the economy and society |
| Functionalist view Correspondence principle | education system serves important societal functions’. The education system corresponds to the needs of the economy by providing the workforce with the necessary skills and knowledge |
| Marxist view Correspondence principle | Education system reproduces social inequality. The education system corresponds to the needs of the economy by providing a compliant and docile workforce but does not serve the interest of all social classes equally |
| Feminist view Correspondence principle | Education system reproduces gender inequality. Corresponds to the needs of the economy by providing a gender-segregated workforce and does not truly correspond to the needs of women |
| Samuel Bowles and Herbert Gintis | Marxist theorists |
| Education and capitalism Samuel Bowles and Herbert Gintis | Schools have hidden curriculum: teaches students to obey + accept hierarchy unquestionably, achieved through correspondence principle, which leads to a hardworking, docile, obedient and motivated workforce that is too divided to challenge the authority |
| Myth of meritocracy Samuel Bowles and Herbert Gintis | Sets working class students up to fail, as they don't have access to private schoo |
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