STARTER Think about how education has been useful

STARTER Think about how education has been useful (or not) to you. Now think about how education is useful to society as a whole. 2 minutes discussion with partner.

Understanding the ideologies that underlie educational thinking WHAT IS THE PURPOSE OF EDUCATION?

EDUCATION Formal education – takes place in school or colleges. There is a curriculum and formal assessment of learning Informal education – takes place in clubs or nonassessed situations Non-formal education – learning that takes place in the home or a domestic situation. Provide an example of each type of education

SOCIOLOGICAL TARGETS To know some of the reasons why the school system is important to the running of our society. To understand that there a variety of ideologies underlying the development of the education system.

WHAT IS THE PURPOSE OF EDUCATION? Socialisation of children Education is a route to social success Control of children and young people Educatio n Training children for future employment Passing on of key knowledge and culture Protection of young people from exploitation by employers NB: Some of these points can be seen as negative for children as well as positive

SOCIALISATION OF CHILDREN � Socialisation is the process of learning the rules and knowledge valued by a culture. � One of the most important agencies of secondary socialisation is the education system. � It is known as an agency of formal socialisation, because schools and education systems deliberately set out to influence people's behaviour.

THINKING FOR YOURSELF How do schools set out to control your behaviour and pass on norms and values? Think of two ways in which you are taught your cultural values. Further thinking: In what ways do the values of the school clash with the personal values of your home and family?

IMPORTANT RESEARCH STUDY Hargreaves 1967 Investigated the teaching of cultural norms and values in schools Used qualitative classroom observation Concluded school did not succeed at teaching social solidarity but rather encouraged the development of ‘subcultures’ How can we evaluate this study ?

CONTROL OF CHILDREN’S MINDS � Schools exist to control behaviour. Children are taught to obey authority and respect rules. � Jackson said that if they are to succeed, pupils do not just require knowledge, but also conformity to the socially acceptable behaviour of the school. � Pat Mc. Neil (1986) says that this includes knowledge such as how to get on with teachers and other pupils, how to cope with boredom and how to conform. � This hidden control is known as the Hidden Curriculum.

IDENTIFY THE SEXISM IN THIS Mummy has taken the children to a fire station. Topsy and Kerry are girls and Tim is a boy. When they came down from the ladder Mummy bought them each a little firefighter's helmet. 'I'm going to be a fire-fighter when I grow up' said Kerry. 'Can girls be fire-fighters? ' asked Topsy. 'I don't think so' said Tim. 'Yes they can!' said the lady who was selling the toy helmets. 'I'm a fire-fighter, just like Kerry's Dad. Women can be fire-fighters, but they have to be as strong and as brave as the men. ' To show strong she was, she gave Tim a fireman's lift.

CHILDREN’S READING Mummy has taken the children to a fire station. Topsy and Kerry are girls and Tim is a boy. When they came down from the ladder Mummy bought them each a little firefighter's helmet. 'I'm going to be a fire-fighter when I grow up' said Kerry. 'Can girls be fire-fighters? ' asked Topsy. 'I don't think so' said Tim. 'Yes they can!' said the lady who was selling the toy helmets. 'I'm a fire-fighter, just like Kerry's Dad. Women can be fire-fighters, but they have to be as strong and as brave as the men. ' To show strong she was, she gave Tim a fireman's lift.

PROTECTING CHILDREN � The first government Act imposing compulsory education in Britain was in 1880 and then partly it was designed to end child labour in factories and only affected children aged 5 - 10. � It also served the purpose of providing a trained workforce who could operate new machines and technology.

Victorian coal miners

‘VOCATIONALISM’ In the 1976, James Callaghan, a Labour Prime Minister made a famous speech in Ruskin College, Oxford, where he said that Britain was falling behind its industrial competitors because the education system failed to produce skilled and motivated workers. � This has affected government policy and thinking for over 30 years. It influenced many of the changes made by the Conservative governments of 1979 1997. It formed the basis of National Curriculum. � There is still a strong vocational agenda in British schools and colleges that involves examinations, key skills and portfolio approaches to learning. �

TRAINING CHILDREN FOR WORK Pierre Bourdieu (1930 – 2002) Marxist critic of education system Uses idea of cultural capital Schools exist to advantage the children of the middle classes so they go on to take the best and most interesting jobs

COMPENSATION What problems are we trying to fix? PSHE Political education Drugs education Sex education

SUMMARY OF KEY POINTS Learning is when people seek knowledge. Education is when knowledge is provided for people. Schools exist to Protect children from exploition Teach children cultural values Train children for the work they will do in adult life Socialise children to become acceptable adults Control children Depending on your perspective, some of these characteristics of the education system can be seen as positive, and others as negative.

ASSESSMENT MIX AND MATCH Vocationalism is Of acquiring a skill or knowledge Learning is the process Skills from people around us as we live our lives Formal education systems are where Is the highly valued knowledge of our culture Informal education is when we learn Refers to the values that a school teaches without necessarily intending to. Socialisation is the process of learning A route to high pay jobs and social mobility If pupils are to succeed in school, They need to learn to conform to the rules of the school The hidden curriculum Pass on gender roles through books and school organisation Feminists say that schools People are taught specific skills and then tested in their knowledge and understanding Cultural capital The preparation of students for the world of work In Wales , education was seen as The rules and knowledge valued by a culture

ASSESSMENT ANSWERS Learning is the process Of acquiring a skill or knowledge Formal education systems are where People are taught specific skills and then tested in their knowledge and understanding Informal education is when we learn Skills from people around us as we live our lives Socialisation is the process of learning The rules and knowledge valued by a culture If pupils are to succeed in school, They need to learn to conform to the rules of the school The hidden curriculum Refers to the values that a school teaches without necessarily intending to. Feminists say that schools Pass on gender roles through books and school organisation Cultural capital Is the highly valued knowledge of our culture Vocationalism is The preparation of students for the world of work In Wales , education was seen as A route to high pay jobs and social mobility

INDEPENDENT STUDY/EXTENSION Discuss with as many people as you can the answer to this question: Is it the role of schools to correct the problems of society?