Explain how education is an agent of secondary socialisation。
This view is concluded by Talcott Parson bulit on Durkheim's ideas that educational system acts as a bridge between the family and wider society. When we get education at school,we have to not only study but also try to communicate with other people and learn how to behave as a good person,by which we can develop value consenus and prepare for our lives when we get out to the society. What's more,as Parson said,there are two major values in modern society that we can learn in schools. First,individual achievement is always encouraged by teachers and get praise,high qualifications in return which is nearly the same case in the society. Therefore,this prepares young people to achieve well as individuals in the world of work. Secondly,equality of opportunity is also thought that can be transmitted by schools offering all pupils an equal chance of success.
Therefore,overall,we learn the knowledge,skill of working by the education and develop the consenus,get practice in the schools which help us to behave better in the society.
Tuesday, 24 February 2009
3 factors!
Three factors affect pupils’ educational achievement:
Cultural deprivation
Material deprivation
Cultural capital
Write notes on each and explain how they affect pupils' educational achievement
1.cultural deprivation
As its name indicates,cultural deprivation is a lack of culture includes norms,values,attitudes and skills that are necessary for success. It is regarded as one of the reasons of social class which affect the educational achievement by Douglas and Sugarman. I agree with this idea partly. Different social classes have different culture and values on the life. To working-class,most of them don't have enough money to support the family,therefore,the parents care more about jobs,food rather than education. Consequently,children will not be so encouraged to go to school and may think it is more important to worry about getting a part-time job first. However,this society is getting more and more advancing that an increasing number of people realise the importance of education. So,this idea about cultural deprivation is not so correct nowadays.
2.material deprivation
Material deprivation is seen as opposite view as cultural deprivation,which means a lack of money and things that money can buy. In my opinion,this point is of great importance. Among different social classes,the most obvious difference is the income and income is necessary and helpful to get good educational attainment. For instance,high income can provide children with many educational advantages--comfortable room with comfortable desks to work at and adequate reference books. Besides,costs of education are rising like the introduction of tuition fees which may push stress on the family. As a result,children in working-class may feel difficult to continue studying.
3.cultural capital
Cultural capital is defined as culture that can be converted into material rewards such as high salaries and living standards,which is just like "dominant culture" started by the French sociologist Pierre Bourdieu in 1997 . To the children born in middle-class or upper-class families,their culture is closer to the culture of school that enables them to succeed easily. In addition,according to Bourdieu,the primary purpose of education is cultural and social reproduction which helps to spread thoughts of dominant culture and reproduce the class system.
Cultural deprivation
Material deprivation
Cultural capital
Write notes on each and explain how they affect pupils' educational achievement
1.cultural deprivation
As its name indicates,cultural deprivation is a lack of culture includes norms,values,attitudes and skills that are necessary for success. It is regarded as one of the reasons of social class which affect the educational achievement by Douglas and Sugarman. I agree with this idea partly. Different social classes have different culture and values on the life. To working-class,most of them don't have enough money to support the family,therefore,the parents care more about jobs,food rather than education. Consequently,children will not be so encouraged to go to school and may think it is more important to worry about getting a part-time job first. However,this society is getting more and more advancing that an increasing number of people realise the importance of education. So,this idea about cultural deprivation is not so correct nowadays.
2.material deprivation
Material deprivation is seen as opposite view as cultural deprivation,which means a lack of money and things that money can buy. In my opinion,this point is of great importance. Among different social classes,the most obvious difference is the income and income is necessary and helpful to get good educational attainment. For instance,high income can provide children with many educational advantages--comfortable room with comfortable desks to work at and adequate reference books. Besides,costs of education are rising like the introduction of tuition fees which may push stress on the family. As a result,children in working-class may feel difficult to continue studying.
3.cultural capital
Cultural capital is defined as culture that can be converted into material rewards such as high salaries and living standards,which is just like "dominant culture" started by the French sociologist Pierre Bourdieu in 1997 . To the children born in middle-class or upper-class families,their culture is closer to the culture of school that enables them to succeed easily. In addition,according to Bourdieu,the primary purpose of education is cultural and social reproduction which helps to spread thoughts of dominant culture and reproduce the class system.
Saturday, 21 February 2009
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Wednesday, 18 February 2009
Do these policies produce equal opportunity for all pupils?
Do these policies produce equal opportunity for all pupils?
To anser this question,we had better know the present policies of education first.
Before 1870,working-class children were limited to elementary schools that run by charity and almost a third of of children could't go to school as Royle mentioned in 1997. Therefore,some policies began to be done to solve this problem that Education Act turned to the first. In 1870,Education Act provided state-run elementary schools for children from 5-11 years old with 9p a week to help those lower-class children. Then in 1944,Education Act continued to get on with new policies that aimed to give every pupil an equal chance to develope their abilities--the tripartite system. This system was made in terms of intelligence tests to divide children into 3 types of secondary schools--grammer schools,technical schools and secondary modern schools. But in reality,this system didn't provide equal opportunitie that grammer schools which teach talented pupils must have better teaching resources than secondary modern schools. Besides,as the children were classified too early at 11 years old, the tests can not prove their abilities correctly taht their futures might be destroyed and it would also affect their self-confidence. As for the most popular type of schools nowadays which were required by the Labour government in 1965--comprehensive schools,they indeed largely reduced the unfairness between classes,but many pupils were still divided into ability groups that a disproportionate number of working-class pupils were in the bottom sets. It is just like the other form of tripartite system and equal opportunities haven't been produced at all. Nextly,we should mention Conservative educational policies. The most important policy of them was made by the Education Reform Act as it established a national curriculum and system of testing. What's more? It established city technology colleges and grant maintained schools in order to give parents more choices as well. However,will parents have a real choice for their children? In fact,as Smith&Noble's result,middle-class parents are more possible to obtain good schools bacause they have more money to afford with their social and cultural capital whereas working-class parents don't have the same capacity and opportunity. In addition,i think although some students from low income or low class family can continue schools by scholarship that they don't need to pay the fees,the study condition and equipment,teaching resources of them are worse than students of middle-class family and so,it's still difficult for them to get equal chance to study as others. Lastly,there is also a kind of policy--Labour educational policy in 1997. Formulated by Tony Blair,it focused on the diversity of schools following the Conservatives policies to reflect students' talent and meet their demands. However, as we mentioned above,choices usually mean limited places and selection at popular schools and it will reduce the opportunities for working-class students.
To sum up,all these policies are made so as to extend education opportunities for all people like a word by Gorden Brown "The challenge this century is the global skills race and that is why we need to push ahead faster with our reforms to extend education chances for all" and it is true that the condition of unequal opportunity has been improved a lot. But the fact that middle-class gains stays the same. If we really want to solve this problem,the basic way is to reduce inequality in the society first.
To anser this question,we had better know the present policies of education first.
Before 1870,working-class children were limited to elementary schools that run by charity and almost a third of of children could't go to school as Royle mentioned in 1997. Therefore,some policies began to be done to solve this problem that Education Act turned to the first. In 1870,Education Act provided state-run elementary schools for children from 5-11 years old with 9p a week to help those lower-class children. Then in 1944,Education Act continued to get on with new policies that aimed to give every pupil an equal chance to develope their abilities--the tripartite system. This system was made in terms of intelligence tests to divide children into 3 types of secondary schools--grammer schools,technical schools and secondary modern schools. But in reality,this system didn't provide equal opportunitie that grammer schools which teach talented pupils must have better teaching resources than secondary modern schools. Besides,as the children were classified too early at 11 years old, the tests can not prove their abilities correctly taht their futures might be destroyed and it would also affect their self-confidence. As for the most popular type of schools nowadays which were required by the Labour government in 1965--comprehensive schools,they indeed largely reduced the unfairness between classes,but many pupils were still divided into ability groups that a disproportionate number of working-class pupils were in the bottom sets. It is just like the other form of tripartite system and equal opportunities haven't been produced at all. Nextly,we should mention Conservative educational policies. The most important policy of them was made by the Education Reform Act as it established a national curriculum and system of testing. What's more? It established city technology colleges and grant maintained schools in order to give parents more choices as well. However,will parents have a real choice for their children? In fact,as Smith&Noble's result,middle-class parents are more possible to obtain good schools bacause they have more money to afford with their social and cultural capital whereas working-class parents don't have the same capacity and opportunity. In addition,i think although some students from low income or low class family can continue schools by scholarship that they don't need to pay the fees,the study condition and equipment,teaching resources of them are worse than students of middle-class family and so,it's still difficult for them to get equal chance to study as others. Lastly,there is also a kind of policy--Labour educational policy in 1997. Formulated by Tony Blair,it focused on the diversity of schools following the Conservatives policies to reflect students' talent and meet their demands. However, as we mentioned above,choices usually mean limited places and selection at popular schools and it will reduce the opportunities for working-class students.
To sum up,all these policies are made so as to extend education opportunities for all people like a word by Gorden Brown "The challenge this century is the global skills race and that is why we need to push ahead faster with our reforms to extend education chances for all" and it is true that the condition of unequal opportunity has been improved a lot. But the fact that middle-class gains stays the same. If we really want to solve this problem,the basic way is to reduce inequality in the society first.
Tuesday, 17 February 2009
"Examine the role of education in society and who benefits from it"
"Examine the role of education in society and who benefits from it"
As we all know,education has been more and more important in our life and to the whole society. It always stands for the high status,high income and high popularity.In fact,what role does the education play in the society and why we always see educated people as people with good personalities and responsibilities?
Let's discuss it from six perspectives!
Firstly,we can know Functionalist's idea of the role of education by analysing the French sociologist Emile Durkheim and Talcott Parson. According to Emile Durkheim's arguements,education can improve the social solidarity by teach people shared history og themelves to evoke and develope the similarities of common people and then,bind them together to stable the big society.In addition,in the industrial society,people have to learn specialised skills and knowledge to get jobs that can be done by educational system. But from Talcott Parson's opinion,he sees the education as a main agency of secondary socialisation that linked between the family and society. It helps students to know their abilities and allocate their roles.
Nextly,from Marxists' opinons,Louis Althusser thought the educational system has largely replaced for ideological control and the main role of education is transmitting the ideology. And the reduction in social inequality is posed in terms of what Bowles and Gintis said that education legitimates social inequality by broadcasting the myth that it offers everyone an equal chance.
AS for the Feminist perspectives,maintaining gender inequality is one of the main roles of education.
In the 1960s,social democratic perspectives on education grew up and have big influence on government educational policy.Education is seen as to bring benefits to society by producing economic growth.
From New Right's point of view,education can lead to a success in an increasingly competitive global market-place that motivates people to improve standards .
At last,in my opinon of the role of education,it teaches us lots kind of knowledge and specialised skills which helps us to get good jobs and earn money.Therefore,the first person that get benefits is the one who gets education. Then,people around this person can also get benefits that they can get financial support,feel proud or will have better living condition. Besides,as i refered in the third and sixth paragragh,the social solidarity and economy will be increased which is beneficial to the whole society and,that's why the government always calls for more people to get to education and even subsidises the people that can't afford the fees.
As we all know,education has been more and more important in our life and to the whole society. It always stands for the high status,high income and high popularity.In fact,what role does the education play in the society and why we always see educated people as people with good personalities and responsibilities?
Let's discuss it from six perspectives!
Firstly,we can know Functionalist's idea of the role of education by analysing the French sociologist Emile Durkheim and Talcott Parson. According to Emile Durkheim's arguements,education can improve the social solidarity by teach people shared history og themelves to evoke and develope the similarities of common people and then,bind them together to stable the big society.In addition,in the industrial society,people have to learn specialised skills and knowledge to get jobs that can be done by educational system. But from Talcott Parson's opinion,he sees the education as a main agency of secondary socialisation that linked between the family and society. It helps students to know their abilities and allocate their roles.
Nextly,from Marxists' opinons,Louis Althusser thought the educational system has largely replaced for ideological control and the main role of education is transmitting the ideology. And the reduction in social inequality is posed in terms of what Bowles and Gintis said that education legitimates social inequality by broadcasting the myth that it offers everyone an equal chance.
AS for the Feminist perspectives,maintaining gender inequality is one of the main roles of education.
In the 1960s,social democratic perspectives on education grew up and have big influence on government educational policy.Education is seen as to bring benefits to society by producing economic growth.
From New Right's point of view,education can lead to a success in an increasingly competitive global market-place that motivates people to improve standards .
At last,in my opinon of the role of education,it teaches us lots kind of knowledge and specialised skills which helps us to get good jobs and earn money.Therefore,the first person that get benefits is the one who gets education. Then,people around this person can also get benefits that they can get financial support,feel proud or will have better living condition. Besides,as i refered in the third and sixth paragragh,the social solidarity and economy will be increased which is beneficial to the whole society and,that's why the government always calls for more people to get to education and even subsidises the people that can't afford the fees.
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