Education as an Agent of Socialisation

Secondary socialisation is an ongoing process that unfolds as a child transitions from the family environment to learning how to navigate society. Agents of socialisation play a crucial role in facilitating this process, and a prime example is education—specifically, the school system. Schools serve as institutions where students build upon the foundations laid at home, with the primary goal of acquiring the knowledge and skills necessary to function effectively in various social settings. This essay explores the multifaceted role of education as a key agent of secondary socialisation, delving into different perspectives and critiques surrounding its contribution to societal development.

The Functionalist Perspective on Education

Functionalists, such as Parsons and Durkheim, view education as a meritocratic system that contributes positively to society as a whole. Parsons contends that schools are instrumental in role allocation, shaping the future roles of individuals in adult society. According to him, the educational system "functions to allocate these human resources within the role-structure of adult society.

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" The meritocratic nature of education, according to functionalists, means that success is attributed to intelligence and effort, promoting fairness and equal opportunities.

Durkheim extends this perspective by considering schools as microcosms of society, where students learn to adhere to a set of rules mirroring those in broader social contexts. For Durkheim, the enforcement of rules and appropriate punishments serves as a lesson, fostering self-discipline and molding individuals to act in favor of societal interests. Moreover, Durkheim emphasizes the acquisition of specific skills deemed vital for future occupations, aligning with the increasing specialization of labor in society.

Despite criticism of Durkheim's views, particularly concerning the enforcement of rules, the functionalist perspective underscores the integral role of education in preparing individuals for societal engagement.

Critical Perspectives on Education

Contrasting the functionalist perspective, critics like David Hargreaves and Marxist economists Bowles and Gintis challenge the notion of education as a purely meritocratic system. Hargreaves contends that modern British education falls short in promoting self-discipline among students. Bowles and Gintis, adopting a Marxist lens, reject the idea that education is a level playing field where success is solely determined by merit.

According to Bowles and Gintis, class background plays a pivotal role in academic achievement and subsequent opportunities. They argue that the educational system perpetuates a myth of meritocracy, disguising the influence of class backgrounds on success. Despite the proclaimed accessibility of education to all, Bowles and Gintis assert that inherent inequalities persist, leading to disparities in qualifications and job opportunities. Criticisms against them include skepticism about their claims regarding the shaping of students' personalities by the school system.

Educational Impact on Social Norms and Values

Irrespective of the perspective adopted, education undeniably stands as one of the primary agents of socialisation. School regulations parallel those found in workplaces, providing students with a framework for understanding and practicing the norms and values expected in society. The interplay between education and societal expectations serves as a crucial foundation for individuals as they navigate various social contexts. The transfer of values, skills, and behavioral expectations in educational settings lays the groundwork for responsible citizenship and effective participation in the broader social fabric.

In conclusion, education serves as a dynamic agent of secondary socialisation, shaping individuals' perceptions, behaviors, and roles within society. While functionalists highlight its meritocratic nature and role allocation function, critics emphasize the persistent influence of class background on educational outcomes. Regardless of the perspective, education plays a pivotal role in transmitting societal norms and values, contributing to the ongoing socialisation process that extends beyond the family environment.