all education theorists

• Durkheim


  Functionalist view

  believed in 3 functions of education: role allocation, specialist skills provision, socialisation.
• Parsons


  functionalist view

  believed education is a bridge between family and society

  particularistic-> universalistic

  ascribed-> achieved
• Davies and moore


  functionalist view - role allocation

  believed in sifting and sorting

  children were places into sets based on how well they do in school.

  less talented= less opportunity
• Althusser


  marxist view

  believed in ideological state apparatus

  ISA- institutions that send bourgeoisie ideology to schools
• Willis


  marxist view

  created learning to labour study and examined anti-school subculture

  studied 12 working class lads - found they rejected schools norms and values and created an anti - school subculture
• Bowles and Gintis


  marxist view

  believed in the correspondence theory- school mirrors workforce
• Usher and Thompson


  post modernism view

  believe society is always changing and is fragmented

  education is too similar and standardised

  should be more flexible
• Schultz


  human capital

  this theorist asserted that the transition from traditional to modern society requires investment in people.

  This investment in people through education and health care creates human capital.

  
  

  - investment in education benefits the wider economy

  - education can provide properly trained, qualified, flexible workforce

  - education makes sure that the best and most qualified people end up in jobs that require the most skill
• Illich


  postmodernism view

  critique that school is a 'one size fits all' approach

  believes in de-schooling society e.g stop passing certain exams by 16 compulsory

  education should be learning how to be creative, to engage with society
• Brown


  social policy

  believes in Parentocracy- children receiving education based on their parents wishes.
• tough&brookes


  MC families are more likely able to analyse a schools performance and make choices whereas WC families are more likely to choose a school close to home
• Becker


  internal factor

  teachers applying labels on their pupils in terms of their ability, potential or behaviour.
• smith and noble


  external factor- class

  barriers to learning due to material deprivation
• bourdieu


  external factor- class

  cultural capital is a key determinant of educational success because it is misperceived by teachers as academic brilliance and rewarded as such.
• sugarman


  external factor- class

  wc- fatalism, immediate gratification and present time orientation

  mc- deferred gratification and future-time orientation
• Jackson


  functionalist

  hidden curriculum
• Gerwitz and Ball


  marxists

  competition between schools benefits MC who use cultural and economic capital to go to desired schools
• Bernstein


  external factor- class

  Restricted and elaborated speech codes
• callender and jackson


  external factor- class

  wc students less likely to go to uni due to debts
• Gillborn and Youdell


  internal factor- class

  A-C economy, educational triage

  schools focus on students who will get them grade 5s/ Cs to boost league tables
• archer et al


  internal factor- class

  Nike identities

  wc construct on identities in school by consuming brands like nike- schools detest this as it is a MC environment
• sewell


  ethnicity

  lack of father figures leads to black boys finding it hard to overcome emotional difficulties
• gillborn and mirza


  ethnicity

  found teachers were quicker to discipline black pupils than others due to racialised expectations
• archer


  ethnicity

  3 different pupils

  ideal- white/ MC

  pathological- asian, conformist, over achiever/ WC

  demonised- black, underachiever, WC, unintelligent
• fuller


  ethnicity

  studied black girls in London comprehensive school

  labelled negatively by teachers however did not accept this

  rejected label and aimed to achieve in education.
• Mac an ghail


  ethnicity

  studied black and asian a-level students

  found students did not accept negative label
• Sharpe


  gender

  In 70's, girls wanted a husband and a family. In the 90's, girls wanted a career
• mitsos and browne


  gender

  Girls more successful in coursework as they are more conscientious and better organised.
• Swann


  gender

  Boys dominate class discussion while girls prefer pair work
• archer


  symbolic capital

  girls gained symbolic capital through peers ( feminine identities- wearing makeup, liking boys etc) but lost educational capital as did not submit to school ethos
• mitsos and Browne


  gender

  globalisation led to manual hard labour jobs e.g mining declining

  men struggling to find 'male' jobs leading to crisis of masculinity
• willis


  gender

  12 wc lads studied

  anti school subculture

  knew they were going to end up in wc jobs so did not bother with education
• usher et al


  Postmodernist

  -Schools are becoming more focused on individual's learning style, using new forms of technology.
• Mac an ghail


  argued that there has been a crisis of masculinity, because of the decline in traditional manual jobs

  led to boys not caring about their education as jobs they wanted were going extinct
• mitsos and browne 


  claim decline in male employment industry has led to ‘identity crisis for men’.

  Boys believe they have little prospect of getting a proper job. 
• sewell


  feminisation of education

  believes the education system is becoming too feminised - catering more to girls not boys

  does not nurture masculine traits e.g leadership or competitiveness
• ball


  Pupils in higher sets and streams were ‘warmed up’ to achieve highly

  Pupils in lower streams and sets were ‘cooled out’ to encourage them to follow courses that require lower levels of academia