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Conceptualising the curriculum Theory focus The socialising role of curriculum Emile Durkheim, a sociologist and anthropologist of the late nineteenth and early twentieth centuries, argued that education serves as a socialising device. This can happen in a number of ways. Students can be made to feel part of a society by learning all about it: that is to say, social cohesion can be encouraged. But an educational establishment is also a society in miniature, with different social roles and responsibilities, and as such it can prepare students for the real world that is outside.
Students can be made to feel part of a society by learning all about it: that is to say, social cohesion can be encouraged. But an educational establishment is also a society in miniature, with different social roles and responsibilities, and as such it can prepare students for the real world that is outside. The effect of the education system is to divide students according to the roles – that is to say, the jobs – they will do when they enter the world of work. Basil Bernstein, an educationalist of the twentieth century, took a rather less benign view of the role that schools hold in preparing people for the world of work.
The constant tinkering with the system that has taken place over recent years does not tend to fill practitioners with confidence, however. At the same time, employers continue to demand more in terms of generic or transferable skills, in a manner that suggests that subsequent changes to the curriculum appear not to have been sufficiently effective. The ‘great debate’ One of the more profound recent political debates relating to post-compulsory education can be dated back to 1976, and to a speech given that year by James Callaghan, the then Prime Minister, at Ruskin College in Oxford.