Education System's Role

The role of education in society

Marxism and the role of education:

Take a conflict view of the education system, arguing that it serves the needs of capitalism by preventing a revolution

Point 1:

Althusser – Education reproduces the dominant ideology of the bourgeoisie. It is a way that hegemonic control is established as it acts as an ideological state apparatus that ideologically conditions students through what Bowles and Gintis call the hidden curriculum.

This teaches students factors such as having a 'work ethic' and being punctual. These correspond to the factors that are needed in a workplace.

Thus, the education system helps to produce a subservient workforce of docile workers as children are prepared for a life of exploitation in the capitalist system during their time in education, helping to prevent a proletariat revolution.

Evaluation –

Not all students accept authority and rules in education.

Willis - Studied a group of 'lads' who had little regard for school rules or teacher authority. This resulted in them being able to penetrate ideological conditioning such as the 'myth of meritocracy'. Thus, not all students passively accept authority and are ideologically conditioned. However, Willis' lads were still perfect for working-class jobs and so were not a threat to capitalism. Thus, capitalism continues to exist.

Postmodernists – Today's economy requires a different type of labour force; thus, the education system reproduces diversity, not inequality.

Point 2:

Althusser – the education system legitimises class inequalities to prevent a revolution.

For example__, students are put into ability groups where working-class students are primarily placed in lower sets. This teaches them that hierarchies are inevitable which facilitates them being fooled into a state of false-class consciousness. Ultimately, resulting in them accepting their subordinate position in society as they believe their status position is natural and therefore unchangeable. Thus, they are more likely to adopt a fatalistic attitude, making them less likely to challenge or threaten capitalism in the future, reducing the likelihood of a revolution.

Evaluation –

Not all working-class students are fooled into a state of false class consciousness.

Fuller – Studied working-class black girls who did not adopt a fatalistic attitude but worked hard to prove the school wrong and achieve highly. Therefore, not all working-class students are fooled into a state of false class consciousness that causes them to passively work under capitalism in the future, but some have high aspirations, helping to overthrow the unequal system.

Postmodernists – Society is now more diverse and non-class inequalities such as gender and ethnicity are equally important. Thus, Marxists fail to explain how education reproduces and legitimises forms of inequality, not just class, and how they are interrelated.

Functionalism and the role of education:

Take a consensus view of the education system, arguing that it performs specific functions that help to meet the needs of society

Point 1:

Durkheim - Education ensures shared universalistic norms and values, leading to value consensus. This is done by instilling a sense of social solidarity in pupils, through subjects such as history, which creates a shared sense of identity, preventing anomie.

Evaluation (point 1) –

Postmodernists – Might criticise Durkheim for his idea that society needs shared norms and values as society is becoming more multicultural.

Different cultures possess different norms and values, with the culture of ethnic minorities not being as holistically represented in the national curriculum as Western culture. To illustrate, in GCSE history 87.5% of the AQA specification is based on Western culture.

Therefore, rather than creating social solidarity, ethnic minorities may begin to feel marginalised as they are being taught an ethnocentric curriculum.

Evaluation (point 2) -

Marxists (Althusser) - would argue that education does not instil the shared values of society but reproduces the dominant ideology of the bourgeoisie.

It is a way that hegemonic control is established as it acts as an ideological state apparatus which ideologically conditions students through what Bowles and Gintis call the hidden curriculum.

Point 2:

Parsons – Sees school as a 'focal socialising agency', preparing students to move from the family to wider society. For example, within education, the status of students is not ascribed as it is within the home, but it is achieved. Thus, everyone can earn their place through meritocracy as students are given an equal opportunity to achieve based on their efforts and abilities.

Davis and Moore – This equality of opportunity in schools turns the education system into a proving ground, helping to allocate students the most appropriate roles for their talents through exams and qualifications.

Evaluation (point 1) -

Marxists – Criticise Functionalists' view that there is equality of opportunity in schools, arguing that the education system legitimises class inequalities to serve the needs of capitalism and prevent a revolution.

When using this Marxist evaluation point, you can mention the ability grouping example above!

Evaluation (point 2) -

Feminists – Also criticise the functionalist's view that the education system promotes equality of opportunity, arguing that it is fundamentally patriarchal and continues to marginalise female students.

Kelly – Science in particular is being presented as a patriarchal domain, this could be influencing what subjects girls are choosing, limiting their opportunities.

New Right and the role of education:

Take a conservative, political approach, arguing that the state can't meet the needs of individuals so they should meet their own needs through the free market.

Point 1:

Chubb and Moe - State education has failed the needs of disadvantaged groups by failing to create equal opportunity within schools. Therefore, they believe control should be in the hands of the consumer (parents), allowing them to shape schools to meet their own needs, improving quality and efficiency.

Evaluation -

Functionalists (Parsons) - Within education students can achieve their status, rather than it being ascribed as it is within the home. Because of this, everyone can earn their place through meritocracy as students are given an equal opportunity to achieve based on their efforts and abilities.

Marxists – Again, criticise Functionalists for their view that there is equality of opportunity in schools when in reality the education system legitimises class inequalities to serve the needs of capitalism and prevent a revolution.

Point 2:

Chubb and Moe - State education has failed to develop pupils into effective workers, leading to a less qualified workforce for the future. Thus, they argue that the marketisation of education would solve these problems as they believe competition between schools will bring greater diversity and choice, increasing their ability to meet the needs of pupils and parents.

Evaluation -

Functionalists (Davis and Moore) – The education system helps to allocate students the most appropriate roles for their talents through exams and qualifications, acting like a meritocratic proving ground where there is equality of opportunity.

Marxists – Criticise this view, arguing that greater competition between schools will not lead to equality of opportunity, as it benefits the middle-class who can use their economic and cultural capital to access more desirable schools. Thus, continuing to disadvantage working-class students.