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Essay / Research Paper Abstract
A paper which looks at the relationship between social inequality and the education system. The writer considers the way in which education perpetrates inequality through mainstream ideological values, and also the extent to which the education system has the capacity to redress such inequalities. Bibliography lists 9 sources.
Page Count:
10 pages (~225 words per page)
File: JL5_JLedsoceq.rtf
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Unformatted sample text from the term paper:
consider the role of education as a social institution, and then to look at the relationship between the education system and the formation and implementation of policy. We have acknowledged,
as an a priori, that there are indeed deeply-rooted inequalities in western society; however, we cannot automatically assume that education can set itself apart in some way from our cultural
ideology, in order to redress these. The function of the education system in society as a whole can only be investigated in relation to the
wider interaction between politics, ideology, and education. At the most basic level, one could argue that the main purpose of education is the transmission of information, and certainly this is
an important factor to consider. However, we also have to look not only at the kind of information involved - both explicit and implicit - but also the method of
transmission, and the impact of cultural ideology on both. In some cultures, education is not regarded as a separate social institution in the way that it is in the West.
Children tend to learn the requisite life-skills from family, and others in the community; in our society, education is in the hands of specialists, and - apart from the small
minority of home-schoolers - knowledge and skills are imparted within the context of a very specific organisational structure, separate from other aspects of the students daily life.
We have, therefore, a situation where individuals assimilate and process knowledge, and develop skills, in a social institution that is subject to particular prescriptions and constraints, and although
there is certainly interaction between schools and local communities, for the most part policy itself is not set by community members but by government, and the school management. The education
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