"Exploring Functionalism: Schools as Foundations of Social Order in South Africa"

Question: FUNCTIONALISM '· One of the major theoretical approaches in sociology of education is the functionalist perspective, also called structural functionalism. Arguably, the most important approaches within sociology of education are those derived from the writings of two eminent theorists, Durkheim and Parsons. Structural functionalism (or functionalism) dominated sociological thinking about education until the late 1960s or early 1970s. Apart from a description of functionalism in general, the most salient contributions made by the aforementioned functionalists of sociology of education as well as some points of criticism of this approach will be dealt with in this section. The theory of functionalism is grounded in the natural and physical sciences, specifically the theory of homeostasis, which is found in the living systems theory. This theory_ focuses on the functional contribution that society 's parts or sub-systems (for example , institutions) make to each other and to the maintenance of these parts for the sake of the stability and equilibrium of the society as a whole . However, society is more than the sum of its parts and the parts are interdependent on each other. These parts, which primarily represent the institutions of society, are structured to fulfil different needs, each of which has particular consequences for the form and shape of society (Crossman, 2012; Ballantine , 2001: 2-19). The functionalist approach or perspective achieved its greatest popularity among American sociologists during the 1940s and 1950s. They focused on discovering the functions of human behaviour, while European functionalists originally focused on explaining the inner workings of social order. American functionalist sociologist Robert Merton classified human functions into two types: manifest functions and latent functions . These functions, which are essentially relative and not absolute, consist of the following (Haralambos et al, 2004: 843): • Manifest functions are intentional and obvious. For example, the manifest function of attending a church, mosque, temple or synagogue ·is to worship as part of a religious community, thus conveying basic knowledge and skills to the next generation . • Latent functions are unintentional and not obvious . For example, schools not only educate young peqple , but they also provide mass entertainment. Latent functions may help members learn to distinguish personal values from institutional values . According to Durkheim, the latent role of education constitutes the socialisation of people into society 's mainstream . Through this 'moral education ', as he called it, people from diverse backgrounds are brought together into a more cohesive social structure . Functionalists also point to other latent roles of education, such as the transmission of core values and social control. For example, in the American education system , the core values that are taught support the political and economic systems that originally fuelled education . Thus , American children are rewarded for adhering to schedules , following directions , meeting deadlines and obeying authority (cf Chapter 2). Functionalism has two levels of focus . At the micro-level focus of functionalism , Feinberg and Soltis (2004) and Hallinan (2000) are of the opinion that the functionalist theory addresses the ways in which universal education serves the needs of society . In terms of the macro-level focus, functionalists emphasise the social solidarity, value consensus, cohesion or order that exists in society , focusing on social stability and shared public values. Members of this society shoufd have consensus (agree upon) these values and work together to achieve them . From this perspective , disorganisation in the system, such as deviant behaviour, leads to change because societal components must adjust to achieve stability. Durkheim suggested that social consensus impacts on solidarity, which takes one of the following two forms of solidarity (Zgourides , 2000: 11-12; Blackledge & Hunt, 1985: 123-124) : • Mechanical solidarity, which is a form of social cohesion where people in a society maintain similar values and beliefs, and engage in similar type s of work. Examples of mechanical solidarity can be found in traditional, simple societies , such as those in which everyone herds cattle or is involved in farming activities (for instance , the Amish society in America and rural communities in South Africa). • Organic solidarity , which is a form of social cohesion where people in a society are interdependent, but subscribe to a range of values and beliefs , and engage in different types of work. Examples of organic solidarity occur in industrialised , complex societies , such as N:ew York in the 2000s and Johannesburg at present. Consequently, functionalism plays an important role (following the primary socialisation that occurs in the family) in instilling in the members of society the solidarity and value consensus that modern society requires for its maintenance and stability. As the basic integrating principle in society, value consensus ensures shared goals, rules and norms for appropriate behaviour . Question 1 1.1. Discuss functionalism theory with reference to schools in South Africa.