Planning

Assess the Functionalist view on the roles

of the Educational System
Introduction

 Point – Simply state something Functionalists say about education

 Explain – Explain what is meant by the ‘Function’ of education

Functionalism is a somewhat dated structural theory popular in 19 th century France

(Durkheim) and mid-20th century America (Parsons). Functionalist theorists adopted a ‘top-
down’ approach to analysing the role which institutions, such as schools play in relation to
other institutions, such as work, and generally believe that schools form an important part
of a society’s structure. Functionalism is also a consensus theory: functionalists generally
emphasise the positive functions which schools perform for individuals and society, arguing
that schools tend to promote social harmony and social order, which they see as a good
thing.

Below I will analyse and evaluate four specific ‘functions’ or roles which schools perform
according to Functionalist theory, ultimately arguing that it obscures more than it enlightens
our understanding of the role of education in society.

POINT 1: Secondary Socialisation and Value consensus       

 The teaching of norms and values after the family – leading to agreement around
these norms and values
 Formal Curriculum – Shared history/ Shared language/ Shared religion
 Team sports – working together shared aim
 Ethnocentric Curriculum
 Sub cultures
 More school types – more diversity, surely = less value consensus?

POINT 2: Teaching skills for work – economic function          

 Diverse subjects,
 Punctuality
 Vocationalism and apprenticeships have expanded
 Are apprenticeships useful?
 Tea servers

(P3) Bridge between home and school  

 School prepares us for the world outside the family – it acts like a society in
miniature
 Particularistic/ Universalistic Standards
 Doesn’t apply to everyone – Home schooling

R(P4) Role Allocation  

 Different qualifications sift people into appropriate jobs

 Does this through exams – sifting and sorting
 Meritocracy (since 1944)
 Marxism – not meritocratic – myth of meritocracy,
 Private schools
 Feminism – gender stereotyping and subject choices.

Evaluate using other perspectives –

 Marxism – Agrees with Functionalists that school socialises us into shared values,
but these values are the values benefit the ruling class (we get taught that inequality is
natural and inevitable, we believe in the myth of meritocracy and so end up passively
accepting society as it is.
 Feminism – Functionalism ignores the gender divide in school
 Interactionism – Argues Functionalism is too deterministic – it sees individuals as
passive, but there is a lot more evidence that pupils are active and aren’t just moulded by
the school system

Conclusion – You must point out that this perspective is too optimistic and overgeneralises!