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Functionalist theory of the role of comprehensives.

  • Industrialisation increased the need for an educated workforce.
  • state became more involved in education.
  • Types of education depended on class background.
  • Middle class had a higher curriculum.
  • Functionalists also see the comprehemsive system as more meritocratic because it gives pupils a longer period to develop and show abilities.
  • comprehensives promote social integration by bringing children of different social classes together in one school.
  • Although Ford (1969) found little social mixing between working class and middle-class pupils, due to streaming.

Grammar schools

  • Offered an academic curriculum and access to non-manual jobs and higher education.
  • They were for pupils with academic ability who passed the 11+.
  • These pupils were mainly middle class.

Educational policy in Britain before 1988

Secondary modern schools

The Tripartite system

context

Marxist theorie of the role of comprehensives

  • From 1944 , education was influenced by meritocracy.
  • 1944 education act brought the tripartite system.
  • Children were selected and and assigned to one of 3 different schools, by an 11+ exam.
  • Marxists argue that comprehensives are not meritocratic.
  • They reproduce class inequality from one generation to the next through dtreaming and labelling.
  • Although, not selecting children at age 11, appears to offer equal chances to all.
  • 'myth of meritocracy' legitimates class inequality.
  • Makes unequal achievement unfair and just.
  • Failure looks like it is the fault of the individual, not the system

  • Offered a non-academic, 'practical' curriculum and access to manual work for pupils who failed 11+.
  • These pupils were mainly working class.
  • There were no state schools before 18th and early 19th century.
  • education was only available to a minority. (fee paying schools for the well-off and schools funded by churches and charities for a few poor.
  • no public money was spent on education.

The comprehensive school system

  • Introduced in many areas from 1965 onwards.
  • Aimed to overcome class divide of the tripartite system and make education more meritocratic.
  • Not all local education authority accepted, so the grammar-secondary modern divide still exists.
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