Theoretical Perspectives in Sociology of Education

 
Chapter 1
Theory and Research
in
Sociology of Education
 
Major theoretical perspectives:
functionalism, conflict theory, symbolic interactionism
 
Contemporary approaches:
code theory, cultural capital, status competition, institutional
theory, post-modern critique
 
Functionalist Theory:
Durkheim 
1960’s
 
Durkheim first to apply sociological theory to education
Moral values 
 foundation of society
Society 
 machine
Assume consensus is the normal state in society; Stresses
consensus and agreement
Well functioning society 
 Role of schools:    schools
socialize students into appropriate values and sort/select
students according to ability
 
Basic Tenets **
 
Education is critical in creating moral unity
necessary to social cohesion
function of the school is the maintain social order;
 intellectual (cognitive)
political (allegiance)
economic (occupational roles)
 
Basic Tenets **
 
Schools develop and maintain a modern and
democratic society providing
 
 
EQUAL OPPORTUNITY FOR ALL
 
Underlying Assumption **
 
Meritocracy 
 
hard work/talent
determines allocation rather than birth
 
Education is the key institution in a
meritocratic selection process
 
Conflict Theory:
 
1960’s 
 alternative critique to Functionalist
 
Theory
 
Social Scientists: Marx, Weber, Bowles and
Gintis, Collins
 
 
Basic Tenets **
 
Schools function in the interest of
dominant groups 
 empirical evidence
does not support notions of
meritocracy
 
Basic Tenets **
 
Meritocracy is an ideology created by
the powerful designed to enhance their
position by legitimizing inequality and
the unequal distribution of resources
Relationship between schools and
society is problematic
 
Conflict Theory:
Examples
 
Collins: status groups/symbols
Bourdieu: cultural capital passed
on by families 
 “exchange value”
Bernstein: speech patterns 
social class; schools are middle-
class institutions
 
Underlying Assumption **
 
 
Class domination is codified in the
school structure, processes and
curriculum
 
Interactionist Theory
 
Mead, Goffman, Rist 
 critique of
functionalist and conflict theory
Focus on micro-level 
 everyday
interactions, nuance
Human agency vs. deterministic social
structure
 
Interactionist Theory:
Examples
 
Goffman; patterns of everyday life hold
society together
Rist: classroom processes 
 academic
achievement i.e. labeling and ability
grouping
 
Post – modern
Critical Theory:
 
Friere:
Connection of theory and practice
Teachers as agents of social change
Schools as sites for democratic
transformation 
 political action
Inclusion of women/people of color
narratives
 
 
 
Conclusion
 
Most important question: why do low
SES students do less well 
 reduce
achievement gap
Diminish the separation of theory,
research and practice
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Exploring major theoretical perspectives such as functionalism, conflict theory, and symbolic interactionism along with contemporary approaches like code theory, cultural capital, and status competition. The functionalist theory emphasizes social cohesion and maintaining social order through education, while conflict theory critiques the notion of meritocracy and highlights the role of schools in serving dominant groups.


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  1. Chapter 1 Theory and Research in Sociology of Education Major theoretical perspectives: functionalism, conflict theory, symbolic interactionism Contemporary approaches: code theory, cultural capital, status competition, institutional theory, post-modern critique

  2. Functionalist Theory: Durkheim 1960 s Durkheim first to apply sociological theory to education Moral values foundation of society Society machine Assume consensus is the normal state in society; Stresses consensus and agreement Well functioning society Role of schools: schools socialize students into appropriate values and sort/select students according to ability

  3. Basic Tenets ** Education is critical in creating moral unity necessary to social cohesion function of the school is the maintain social order; intellectual (cognitive) political (allegiance) economic (occupational roles)

  4. Basic Tenets ** Schools develop and maintain a modern and democratic society providing EQUAL OPPORTUNITY FOR ALL

  5. Underlying Assumption ** Meritocracy hard work/talent determines allocation rather than birth Education is the key institution in a meritocratic selection process

  6. Conflict Theory: 1960 s alternative critique to Functionalist Theory Social Scientists: Marx, Weber, Bowles and Gintis, Collins

  7. Basic Tenets ** Schools function in the interest of dominant groups empirical evidence does not support notions of meritocracy

  8. Basic Tenets ** Meritocracy is an ideology created by the powerful designed to enhance their position by legitimizing inequality and the unequal distribution of resources Relationship between schools and society is problematic

  9. Conflict Theory: Examples Collins: status groups/symbols Bourdieu: cultural capital passed on by families exchange value Bernstein: speech patterns social class; schools are middle- class institutions

  10. Underlying Assumption ** Class domination is codified in the school structure, processes and curriculum

  11. Interactionist Theory Mead, Goffman, Rist critique of functionalist and conflict theory Focus on micro-level everyday interactions, nuance Human agency vs. deterministic social structure

  12. Interactionist Theory: Examples Goffman; patterns of everyday life hold society together Rist: classroom processes academic achievement i.e. labeling and ability grouping

  13. Post modern Critical Theory: Friere: Connection of theory and practice Teachers as agents of social change Schools as sites for democratic transformation political action Inclusion of women/people of color narratives

  14. Conclusion Most important question: why do low SES students do less well reduce achievement gap Diminish the separation of theory, research and practice

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