Assess the strengths and weaknesses of the Marxist view of the role of education in society The Marxist perspective of education in society can be very questionable because Marxist theorists such as; Louis Althusser‚ Bowles and Gintis‚ David Reynolds and Willis all seem to disagree with one another. The first thing I will write about are the strengths. The strengths about the Marxist view are it points out how ideology is transmitted within school via the hidden curriculum‚ how education legitimises
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In this essay I will be looking at two recent developments in the educational arena. The first area I will be examining is the increase in faith schools‚ I will be looking at differing opinions on the importance on faith schools. The second area I will be scrunitising is recent developments in providing criminal offenders with educational oppurtinities. One recent reform in education is the increase in the number of schools classed as ‘Faith Schools’; this term was first introduced in Britain in
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apparatus’ and ‘the ideological state’‚ he argues that education reproduces class inequality and also justifies inequality by producing ideologies that this function is to pursed workers to accept their lower positions in society. According to Bowles and Gintis this is achieved through the ‘correspondent principle’ capitalism requires a work force with the right attitude and personality by workers willing to accept inequality and hard work to produce an obedient work force. There are important similarities
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------------------------------------------------- Compare and contrast Functionalist and Marxist theories of Education in Society. The role of education in society has an important effect on society by way of transmitting cultural values and contributing to the social stratification or class system. Functionalists also referred to as consensus theorists believe education helps stability and functioning of society‚ whereas conflict theorists namely the Marxists see education as justifying and
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Sociology of Education A functionalist view is that education prepares children for their role in society. The view suggests that the education system is meritocratic with each pupil having an equal opportunity to succeed‚ and students who are the most hardworking will achieve the best grades. Functionalists suggest there are three main objectives of the education system. One function is to provide secondary socialisation in addition to the family’s role of primary socialisation. Through a formal
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that the education system are not able to make all students abide by their rules and expectations‚ as some students make their own decisions about their future and the kind of work they would like to go into. On the other hand Marxist thinkers Bowles and Ginits (1976) believe that work and education are linked. For example at school students are
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Sociology Themes and Perspectives‚ 7th Ed. London: Harper Collins Publishers Limited Sweeney‚ T. Lewis‚ J & Etherington‚ N. (2003) Sociology and Scotland‚ Paisley: Unity Publications Limited Bowles‚ S & Gintis‚ H. (2001) Schooling in Capitalist America Revisited. Available at: http://www.umass.edu/preferen/gintis/soced.pdf [Accessed 08 March 2010] Livesey‚ C. (2008) Theories of Culture. Available at: http://www.sociology.org.uk/cload.htm [Accessed 07 March 2010] Livesey‚ C. (2008) Identity. Available
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origin. In addition‚ achievement is based merely on social background and therefore makes failure inevitable. They belive that the education system serves capitalism and say that functionalists only look at the positives of the education system. Bowles and Gintis believed that the hidden
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Secondary socialisation is an ongoing process which occurs when a child leaves a family environment and continues learning how to live as a member of society. There is always an influence to help carry out this process‚ this is known as an agent of socialisation. The perfect example of an agent of secondary socialisation is Education‚ more precisely‚ school. At school‚ the student continues learning that which they started learning at home. The aim of education is for the individual to learn how
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development of morality as an effect of dominance behavior and conflict interference Bowles‚ S. (2001). Individual interactions‚ group conflicts‚ and the evolution of preferences. In: S. N. Durlauf‚ & H Bowles‚ S.‚ & Gintis‚ H. (2002). Homo reciprocans. Nature‚ 415‚ 125 – 128. Boyd‚ R. (1982). Density dependent mortality and the evolution of social behavior. Animal Behavior‚ 30‚ 972 – 982. Boyd‚ R.‚ Gintis‚ H.‚ Bowles‚ S.‚ & Richerson‚ P. J. (2002). Altruistic punishment in large groups evolves by interdemic
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