Between Equity and Differentiation: An Analytical schema of the social function of education

Authors

  • Ignacio Madero Cabib Université de Lausanne
  • Cristobal Madero Cabib University of Labour Training and Capacitation (INFOCAP).

https://doi.org/10.4471/rise.2013.29

Keywords:


Downloads

Abstract

The educational sphere has an internal function relatively agreed by social scientists. Nonetheless, the contribution that educational systems provide to the society (i.e., their social function) does not have the same degree of consensus. Taking into consideration such theoretical precedent, the current article raises an analytical schema to grasp the social function of education considering a sociological perspective. Starting from the assumption that there is an intrinsic relationship between the internal and social functions of social systems, we suggest there are particular stratification determinants modifying the internal pedagogical function of education, which impact on its social function by creating simultaneous conditions of equity and differentiation. Throughout the paper this social function is considered a paradoxical mechanism. We highlight how this paradoxical dynamic is deployed in different structural levels of the educational sphere. Additionally, we discuss eventual consequences of this paradoxical social function for the inclusion possibilities that educational systems offer to individuals.

Downloads

Download data is not yet available.

Author Biographies

Ignacio Madero Cabib, Université de Lausanne

1. Life Course and Social Inequality Research Center

2.LIVES Research Center

Cristobal Madero Cabib, University of Labour Training and Capacitation (INFOCAP).

1. Labour Studies Center INFOCAP

References

Allmendinger, J. (1989). Educational Systems and Labor Market Outcomes. European Sociological Review, 5(3), 231­250. http://www.jstor.org/stable/522338

Google Scholar Crossref

Althusser, L. (1970). Ideology and Ideological State Apparatuses. La pensée, 151, 3–38.

Google Scholar Crossref

Apple, M. (1986). Teachers and texts. London: Routledge and Kegan Paul.

Google Scholar Crossref

Archer, M. (1979). The Social Origins of Education Systems. London: Sage.

Google Scholar Crossref

Benadusi, L. (2001). Equity and Education: a critical review of sociological research and thought. In W. Hutmacher, D. Cochrane, & N. Bottani (Eds.), Pursuit of Equity in Education. Using International Indicators to Compare Equity Policies (pp. 25­64). Dordrecht: Ed. Kluwer Academia.

Google Scholar Crossref

Berstein, B. (1995). Code Theory and Its Positioning: A Case Study in Misrecognition. British Journal of Sociology of Education, 16(1), 3­19. http://www.jstor.org/stable/1393123.

Google Scholar Crossref

Bohn, C. (2009). Inclusion and Exclusion. Theories and Findings. In A. Gestrich, L. Raphael, & H. Uerlings (Eds.), Strangers and poor people. Changing Patterns of Inclusion and Exclusion in Europe and the Mediterranean World from Classical Antiquity to the Present Day (pp. 35­53). Frankfurt: Peter Lang.

Google Scholar Crossref

Bourdieu, P. (1997). Cultural Capital, School and Social Space. México: Siglo XXI editores.

Google Scholar Crossref

Bourdieu, P. & Passeron, JC. (1964). The Inheritors: Students and Culture. Paris: Minuit.

Google Scholar Crossref

Boudon, R. (1974). Education, Opportunity and Social Inequality: Changing Prospects in Western Society. New York: Wiley.

Google Scholar Crossref

Breen, R. & Goldthorpe, J. (2002). Merit, Mobility and Method: Another Reply to Saunders. The British Journal of Sociology, 53(4), 575–582. doi: 10.1080/0007131022000043665

Google Scholar Crossref

Butler, J. (2004). Undoing gender. New York: Routledge.

Google Scholar Crossref

Coleman, J. (1966). Equality of Educational Opportunity. Washington:

Google Scholar Crossref

U.S. Office of Education.

Google Scholar Crossref

Madero Cabib & Madero Cabib ­ Equity and Differenciation

Google Scholar Crossref

Dee, T. (2005). Teachers and the Gender Gaps in Student Achievement. Journal of Human Resources, 42(3), 528­554. doi: 10.3368/jhr.XLII.3.528

Google Scholar Crossref

Dubet, F. (2004). The School of Opportunities, What’s Means a Fairly School?. France: Édition du Seuil et La République des Idées.

Google Scholar Crossref

Durkheim, E. (1893). The Division of Labor in Society. Paris: Les Presses universitaires de France.

Google Scholar Crossref

Durkheim, E. (1922). Education and Sociology. Paris: Les Presses universitaires de France.

Google Scholar Crossref

Forgasz, H. (2006). Teachers, Equity, and Computers for Secondary Mathematics Learning. Journal of Mathematics Teacher Education, 9(5), 437–469. doi: 10.1007/s10857­006­9014­8

Google Scholar Crossref

Gramsci, A. (1971). Hegemony, Intellectuals and the State. In Cultural Theory and Popular Culture, Edited by: Storey, J. 85­91. Hempstead: Harvester Wheatsheaf.

Google Scholar Crossref

Luhmann, N. (1977). Differentiation of Society. The Canadian Journal of Sociology, 2(1), 29­53. http://www.jstor.org/stable/3340510

Google Scholar Crossref

Luhmann, N. (1996). Social Theory and Pedagogy. Barcelona: Paidós Ibérica.

Google Scholar Crossref

Luhmann, N. & Schorr, K. (2000). Problems of Reflection in the System of Education. New York: Waxmann.

Google Scholar Crossref

Mascareño, A. (2012). Die Moderne Lateinamerikas. Weltgesellschaft, Region und funktionale Differenzierung. Bielefeld: Verlag.

Google Scholar Crossref

Madero, C. & Madero, I. (2012). School Selection and Student Screening within Chilean Scholar System, who chooses whom? The Case of Catholic Education. Revista Mexicana de Investigación Educativa, 17(55), 259­287.

Google Scholar Crossref

Madero, I. (2011). Inclusion and Exclusion by Gender and Class within the Chilean School in 4 Communes of Southern Chile. Revista Estudios Pedagógicos, 37(2), 135­145. doi: 10.4067/S0718­ 07052011000200008

Google Scholar Crossref

Madero, I. & Mora, C. (2011). Social Capital and Labour Inclusion. An approximation to the Ascent Work Trajectories of Peruvian Migrants in Chile. Polis, 10(29), 147­163. doi: 10.4067/S0718­ 65682012000100021

Google Scholar Crossref

RISE ­ International Journal of Sociology of Education 2 (2) 213

Google Scholar Crossref

Madero, I. & Castillo, JC. (2012). About the Empirical Study of Solidarity: Conceptual and Methodological Approaches. Polis, 10(31), 176­192. doi: 10.4067/S0718­65682012000100021

Google Scholar Crossref

Mittal, R., Bhattacharya, B. (2013). Equal Education. International Journal of Sociology of Education, 2(1), 51­66. doi: 10.4067/S0718­07052011000200008

Google Scholar Crossref

OECD, (2010). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I). Paris: OECD Publishing.

Google Scholar Crossref

Ossandón, J. (2006). Objeto Pedagógico Perdido, Exclusión en la Inclusión Educativa. In I. Farías & J. Ossandón (Eds.) Observando Sistemas. Nuevas Apropiaciones y usos de la teoría de Niklas Luhmann. Chile: RIL.

Google Scholar Crossref

Parsons, T. (1953). Some Comments on the State of the General Theory of Action. American Sociological Review, 18(6), 618–631. http://www.jstor.org/stable/2088115

Google Scholar Crossref

Parsons, T. (1972). Culture and Social Systems Revisited. Social Science Quarterly, 53(2), 253­266.

Google Scholar Crossref

Saunders, P. (1995). Might Britain be a Meritocracy? Sociology, 29(1), 23­41. doi: 10.1177/0038038595029001003

Google Scholar Crossref

Shavit, Y. and Blossfeld, H. (1993). Persistent Inequality: Changing Educational Attainment in Thirteen Countries. Boulder: Westview Press.

Google Scholar Crossref

Stichweh, R. (2002). Strangers, Inclusions and Identities. Soziale Systeme, 8(1), 101­109.

Google Scholar Crossref

Tiedemann, J. (2000). Gender­Related Beliefs of Teachers in Elementary School Mathematics. Educational Studies in Mathematics, 41(2), 191–207.

Google Scholar Crossref

Van de Werfhorst, H. (2004). Systems of Educational Specialization and Labor Market Outcomes in Norway, Australia, and The Netherlands. International Journal of Comparative Sociology, 45(5), 315–335. doi: 10.1177/0020715204054154

Google Scholar Crossref

Downloads

Published

2013-06-25

Almetric

Dimensions

How to Cite

Madero Cabib, I., & Madero Cabib, C. (2013). Between Equity and Differentiation: An Analytical schema of the social function of education. International Journal of Sociology of Education, 2(2), 193–214. https://doi.org/10.4471/rise.2013.29

Issue

Section

Articles