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Education: Course Code: SOC101 Course Teacher: Farhana Sultana (FNS)

SOC101 is an education course taught by Farhana Sultana. It discusses education from sociological perspectives - functionally it transmits culture and skills, from a conflict view it reproduces inequality, and interactionism examines student-teacher dynamics. Reform aims to improve standards but some argue it neglects complex thinking.

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Md. Abdullah Al-Mamun
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52 views

Education: Course Code: SOC101 Course Teacher: Farhana Sultana (FNS)

SOC101 is an education course taught by Farhana Sultana. It discusses education from sociological perspectives - functionally it transmits culture and skills, from a conflict view it reproduces inequality, and interactionism examines student-teacher dynamics. Reform aims to improve standards but some argue it neglects complex thinking.

Uploaded by

Md. Abdullah Al-Mamun
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Education

Course Code: SOC101


Course Teacher: Farhana Sultana
(Fns)
What is meant by Education?
• Education is a system
consisting of the roles and
norms that ensure the
transmission of knowledge,
values, and patterns of
behavior from one generation
to the next.
• Schooling is formal education,
which involves instruction by
specially trained teachers who
follow officially recognized
policies.
A Change in Education
• In some preindustrial societies, education is largely
informal and occurs mainly within the family.
Sociological Perspectives on Education
• Functionalist view: Studies the ways in which
education aids society
• Conflict view: Studies the ways in which education
maintains the imbalance of power in society
• Interactionist view: Studies the face-to-face
interaction of the classroom.
Functionalist Perspective
Teaching Knowledge and Skills
• Children must learn the knowledge
and skills they will need as adults.
• Education generates new
knowledge, which is useful in
adapting to changing conditions.

Social Integration
• Education serves to produce a
society of individuals who share a
common national identity.
• Schools foster social integration
and national unity by teaching a
core set of skills and values.
Functionalist Perspective
Transmission of Culture Occupational Placement
• For societies to survive, they must • Education screens and selects the
pass on core values of their culture. members of society for the work
• Societies use education to support they will do as adults.
their communities’ social and • Schools in industrialized countries
political system. identify students who show special
talents and abilities at an early
age.
Education: Conflict Perspective
• Education serves to sort students into social ranks and to limit the potential
of certain individuals and groups to gain power and social rewards.
• Students’ achievement or failure tend to reflect existing inequalities.

Tracking
• Involves the assignment of students
to different types of educational
programs
• Classroom instructions used in the
different tracks serve to reproduce
the status quo.
Education: Conflict Perspective
Education and Socioeconomic
Status
• Opportunities for educational
success are distributed unequally.
• Higher-status college students
outnumber lower-status college
students.

Social Control
• Schools produce unquestioning
citizens who accept the basic
inequalities of the social system.
• Hidden curriculum: Schools’
transmission of cultural goals that
are not openly acknowledged.
Education: Interactionist Perspective
Student-Teacher Interaction
• Students labeled fast learners or
slow learners without any data
eventually took on the
characteristics of the label.
• A self-fulfilling prophecy is a
prediction that leads to behavior
that makes the prediction come
true.
• When teachers treat students as
if they are bright and capable,
the students begin to think of
themselves in this way, and vice
versa.
Education: Interactionist Perspective
• Interactions among
Students
• The Coleman Report found
that the socioeconomic
status of fellow students
was the most significant
factor in explaining student
success.
• Peer pressure may be a
factor in this dynamic.
Reform: No Child Left Behind
• 2001 law with benchmarks for
improving schools.
• Provided money for schools to
improve teaching.
• Made standardized test scores
the measure of how a school was
performing.
• Extra emphasis on early reading
instruction and teacher
preparation.
• Although test scores have risen,
some claim that higher-order
thinking skills have been
neglected

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