asses the veiw that education systerm exists mainly to select and prepare young people for their future work roles
One perspective that supports this is the functionalist view that secondary socialisation prepares children for work later on in life. They believe secondary socialisation does this as in a school environment you learn the norms and values of authority figures, for example, the teachers. Functionalists therefore believe that this can then later be applied in the work place as the norms and values are carried on however the authority figure role changes from Teacher to Boss.
Functionalist Talcott Parsons also believe that school and society are based on meritocractic principles. Parsons claimed school to be the 'focal socialising agency' acting as a bridge between family and the wider society, e.g the work place. Parsons sees school as preparing us to move from family to the wider society because they are both based on meritocractic principles. In meritocracy everyone is given equal opportunities and individuals achieve rewards through their own effort and ability. This can be applied to the work place.
Marxists believe that the education system’s role is the ideological apparatus of the state; it spreads ruling-class ideology and favours the middle class. Marxists such as Althusser, Bowels & Gintus and Bourdieu disagree with this statement as they argue working class children get a second class education compared to middle class and are given an unrealistic expectation for the future.
This is further highlighted by Althusser (1971) who believed that educations main function is to reproduce an efficient and obedient workforce, Althusser believes that the education system has taken over from the Church as the main agent of ideological transition. For example, in the past most people accepted their positions in life, no matter how unbearable, because they believed it was Gods will. They were poor because God wished it so, they were hungry because God wished it so, and they were powerless because God wished it so. Such beliefs are now in decline, although many
Functionalist Talcott Parsons also believe that school and society are based on meritocractic principles. Parsons claimed school to be the 'focal socialising agency' acting as a bridge between family and the wider society, e.g the work place. Parsons sees school as preparing us to move from family to the wider society because they are both based on meritocractic principles. In meritocracy everyone is given equal opportunities and individuals achieve rewards through their own effort and ability. This can be applied to the work place.
Marxists believe that the education system’s role is the ideological apparatus of the state; it spreads ruling-class ideology and favours the middle class. Marxists such as Althusser, Bowels & Gintus and Bourdieu disagree with this statement as they argue working class children get a second class education compared to middle class and are given an unrealistic expectation for the future.
This is further highlighted by Althusser (1971) who believed that educations main function is to reproduce an efficient and obedient workforce, Althusser believes that the education system has taken over from the Church as the main agent of ideological transition. For example, in the past most people accepted their positions in life, no matter how unbearable, because they believed it was Gods will. They were poor because God wished it so, they were hungry because God wished it so, and they were powerless because God wished it so. Such beliefs are now in decline, although many