Sociological Perspectives

SOCIOLOGICAL PERSPECTIVES OF EDUCATION

A theory explains how society or aspects of society work

DEFINITION

Its defined as facts, ideas and principles that attempt to explain the nature of society

Principles of a theory , guide observations and lay the foundation for sociological description

SOCIOLOGICAL THEORIES OF EDUCATION 

STRUCTURAL FUNCTIONALISM/CONSENSUS THEORY

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CONFLICT THEORY

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SYMBOLIC INTERACTIONALISM THEORY

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LABELLING THEORY

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Educational sociologist utilize theories to examine how groups influence individual leaners

Structural functionalism/consensus theory Emphasis on the contributions made by individuals to the society

Draws its explanatory power from biological working of an organism

Explains how society is maintained in a state of consensus while avoiding conflict

Compares the society to the human body and various institutions that function in harmony

Different parts of the body perform different functions which aim to satisfy the basic needs or organism

Each institution has specific an different functions that depend upon one another

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Society is held together by value consensus

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This is agreement regarding the goals of a system and the means to achieve them

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Every social structure of the society has a purpose , various roles should be assigned to qualified people e.g., teachers, doctors

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Society is bound by goals known to all regardless of their status

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Effective control of disruptive behavior must be put in place

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People must recognize legitimate authority and obey willingly

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Implication of the functional theory to education

 Education is an integral and a recognized social

institution structured to carry out a specialized function  It provides a suitable way of finding out whether certain structures such as the school organization and learning facilities are fulfilling their work to both themselves and the education institution comprehensively.  It explains why society selects and trains high performers such as experts who serve it adequately and thus serve to maintain the whole.   It implies how /why society is a kin to giving out rewards like jobs and higher social status using academic qualifications only.

Criticism of functionalism theory

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Its preoccupied with maintenance of social stability at the expense of innovation

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Human beings are approval seekers and resent and over integrated view od the society

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Society rather than individual are said to have needs motivation and requirements

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It eliminates conflicts as a possible alternative to social order

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Society and culture are not seen as being shaped by individuals

Conflict theory 

It emphasizes opposition among individuals ,groups or social structures

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It explains the differences by individuals and groups in terms of their access to and ability to use resources in the society

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The resources include; Materials , benefits , wealth , privileges ,status and knowledge

Functions of conflict theory

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It prevents stagnation of society

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It stimulates interest and curiosity

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It prevents open war and social disintegration

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The process brings out personal and social change

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Helps to strengthen existing norms

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Implications of conflict theory to education

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Conflict in education for instance due to student behavior can breed conflict in other social institutions for example the family. Reforms in education should come after change in other institutions like economy and politics which have stronger and firm foundations for cushioning against change and conflict when they occur as it is a delicate institution. Education should be reviewed constantly to take into consideration the views of other interested parties and assist in minimizing instances of disagreement and conflict among stakeholders. Dependence on academic examinations as the only acceptable form of assessing a whole a person should be discouraged as it encourages individuals to compete and not co-operate as competition is a form of conflict. There should be equal provision of educational resources for all learners to ensure harmonized achievement and avoid conflict.

Criticism of the conflict theory

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Its overemphasis the influence of economic dimension over other aspects of society

Symbolic interactionism theory 

The theory proposes that people are actors acting on a stage that is the social world or the human society. Whatever each person is doing in society is likened to playing or performing a role in a play scene on that stage.

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Human beings do not act individually on the social world stage, they interact between each other, reacting to each other on that stage.

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To interact people use symbols. Symbols include both written and spoken language, gestures, art,(drawings, paintings, carvings), signs, music and drama.

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Behaviors keep changing depending the social circumstances or situation people find themselves in. People learn to modify, limit or change largely following their observations in society. These rules govern how we are expected to behave and act in different situation and environments.

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For human beings to interact and communicate mutually, they must be able to recognize and interpret a symbol(s) and place the right meaning on a them. People act and react in accordance with what they know and understand.

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Since individuals are faced with such these symbols daily, they must be able to differentiate them so as to interact and communicate with others mutually.

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Every society must have in place a maintained learning process that will enable its members acquire and recognize the popular symbols of interaction .

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Social events and activities are only able to acquire their unique and desired characteristic and value in society because of the type of symbols and interactions they are given for example a wedding ceremony is an important social event because people associate it with procreation, children, family etc.

Implications to education

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For the education activities to thrive well, the teachers and learners must socially interact.

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This interaction is accomplished by use of symbols, e.g., language, gesture, tools, rules and regulations which imply and lead to the aspects of education.

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An education/school process should always be based on properly thought-out symbols which can convey the correct meanings of the social life in a particular society. This would guard against the learners being handicapped in understanding what a teacher is saying.

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A schoolteacher, instructor etc. must be conversant with and be able to use, interpret convey or transmit the symbols and their correct meanings to the learners.

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A teacher must use constant evaluations in the class to determine whether or how well the learners have internalized, interpreted and applied the symbols correctly.

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All indicators of negative symbolic meanings should not be used as part of the teaching learning activities.

Labelling theory 

The theory explains the basis upon which certain individuals in society that are seen to be different, or out of the norm are given names which are not their own names or born with .

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These names are based on how some individuals are perceived by others or how they portray themselves to the other members of society.

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These names are referred to as symbols.

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They are mainly in form of names, tags and gestures.

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Labels can either be positive or negative; thus, they can either boost or depress someone’s capabilities, self image, self identity, perception and even one's behavior.

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Labels can bring about what is a dangerous situation known as the “self-fulfilling prophesy” In which the labeled individual tends to see/picture /perceive him/herself as the label, act like or portray the label and even perform the label, thus erasing the real personality/individual identity.

Implications to education

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Implies the basis on which teachers can give labels to certain students using factors like a student's academic ability race or ethnic origins, character or behavior, physical appearance etc.

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Implies the perceptions that students may use when developing labels for certain teachers e.g. good versus bad, a good versus a bad listener, the way a teacher talks, laughs, dresses etc.

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Points to the potentially self-fulfilling prophesy, which can develop if a student is, or certain students are continuously called and referred to by the label by both the teachers and students.

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Cautions and advises the school/class teachers to use academic evaluations so that students’ academic ability Is not used as means of giving students negative labels.