Education - Theoretical Perspectives on Education (SOCI 1306)

Education SOCI 1306 Theoretical Perspectives on Education While it is apparent that education plays a vital role in individuals’ lives as well as society as a whole, sociologists evaluate that function from many various points of view. Functionalists think that education allows people to execute distinct functional tasks in society. Conflict theorists consider education as a tool of expanding the gap in social inequality. Feminist theorists point to evidence that sexism in education continues to impede women from obtaining a full measure of social equality. Symbolic interactionists investigate the dynamics of the classroom, the interactions between students and teachers, and how those impact everyday life. In this part, you will learn about each of these views. Functionalists consider education as one of the more significant social institutions in a society. They claim that education adds two kinds of functions: apparent (or main) functions, which are the intentional and obvious functions of education; and latent (or secondary) functions, which are the hidden and unintended purposes. There are several key evident roles linked with schooling. The first is socialising. Beginning in preschool and kindergarten, pupils are trained to perform various societal responsibilities. The French sociologist Émile Durkheim (1858– 1917), who developed the academic subject of sociology, regarded schools as “socialization agencies that teach children how to get along with others and prepare them for adult economic roles” (Durkheim 1898). Indeed, it seems that schools have taken up this task in full. This socialization also entails learning the rules and norms of the society as a whole. In the early days of compulsory education, pupils studied the prevailing culture. Today, as the culture of the United States is more varied, kids may study a range of cultural norms, not merely that of the dominant culture. School systems in the United States also communicate the essential values of the nation through apparent functions like social control. One of the duties of schools is to educate kids compliance to law and respect for authority. Obviously, such respect, given to instructors and administrators, will assist a pupil navigate the school environment. This role also prepares students to enter the job and the world at large, where they will continue to be subject to those who have control over them. Fulfillment of this duty lies mostly with classroom teachers and instructors who are with students all day. Education also provides one of the key techniques employed by people for upward social mobility. This role is referred to as social positioning. College and graduate institutions are considered as vehicles for pushing students closer to the occupations that would offer them the financial independence and stability they want. As a result, college students are generally more driven to study disciplines that they feel would be beneficial on the social ladder. A student could favour business classes over a class in Victorian poetry because she perceives business class as a greater path for financial achievement. Education also performs latent roles. As you well know, much goes on at a school that has little to do with official instruction. For example, you could notice an attractive fellow student when he provides a particularly fascinating answer in class—catching up with him and planning a date speaks to the latent function of courting performed by exposure to a peer group in the educational context. The educational atmosphere connects pupils to social networks that could continue for years and might assist people locate jobs when their study is complete. Of course, with social media like as Facebook and LinkedIn, these networks are simpler than ever to maintain. Another latent function is the capacity to collaborate with others in small groups, a talent that is transferable to a career and that might not be developed in a homeschool context. The educational system, especially as experienced on university campuses, has long offered a venue for students to learn about many societal concerns. There is sufficient opportunity for social and political advocacy, as well as the possibility to cultivate tolerance to the diverse perspectives represented on campus. In 2011, the Occupy Wall Street movement swept over college campuses all around the United States, resulting to rallies in which disparate groups of students were joined with the objective of altering the political atmosphere of the country. Functionalists identify various ways that schools teach and enculturate kids. One of the most significant U.S. values kids in the United States acquire is that of individualism—the valuing of the individual over the worth of organisations or society as a whole. In nations such as Japan and China, where the benefit of the collective is prioritised over the rights of the individual, pupils do not learn as they do in the United States that the biggest honours go to the “best” person in academics as well as athletics. One of the goals of schools in the United States is building self-esteem; conversely, schools in Japan focus on fostering social esteem—the valuing of the community above the individual. In the United States, schools also perform the duty of preparing pupils for competitiveness in life. Obviously, athletics create a competitive spirit, but even in the classroom kids compete against one another intellectually. Schools also play the duty of teaching patriotism. Students repeat the Pledge of Allegiance each morning and take history lessons where they learn about national heroes and the nation’s past. Another job of schools, according to functionalist philosophy, is that of sorting, or classifying pupils based on academic merit or potential. The most proficient children are discovered early in schools via testing and classroom successes. Such pupils are placed in accelerated programs in expectation of successful college enrolment. Functionalists also claim that school, particularly in recent years, is taking over some of the responsibilities that were previously handled by family. Society relies on schools to teach about human sexuality as well as fundamental skills such as budgeting and job applications—topics that at one time were addressed by the family.