CHAPTER 2

The Functionalist and Conflict

Perspectives and the Historical
Timeline

D
eMarrais and LeCompte (1995) provide a broad, foundational
treatment of sociological theory as it is applied to education.
The authors detail a variety of sociological theories from which
to understand education as an institution and practice. Each theoretical
position brings with it a unique way of interpreting the specific events
suggested in the timeline and Indian education in general.

A Comparison of Functionalist and Conflict Perspectives

DeMarrais and LeCompte (1995) generally categorize sociological theo-
ries into (1) those concerned with the social transmission and reproduc-
tion of culture and (2) those that aim for social transformation and focus
on the production of culture. Systems and policies based on the former
aim to maintain the social status quo while those based on the lat-
ter focus on change. It should be no surprise, therefore, that both the
Functionalist School and the closely affiliated Structural Functionalists
fall within the realm of transmission. The two perspectives differ only
in where their focus fell, on society as a system or on the underly-
ing structure, respectively. Additionally, the observations of society,
through the Functionalist lens of organic analogy, implicates status quo
as the natural order. The Functionalist theoretical position supports
the perceived natural order. Both of these positions consider the status

F. E. Knowles Jr. et al., A Critical Pedagogy for Native American Education Policy
© F. E. Knowles Jr. and Lavonna L. Lovern 2015
12 ● A Critical Pedagogy for Native American Education Policy

quo and harmony as integral to the health of society. Radical change is

perceived to be potentially symptomatic of dysfunction (Parsons, 1942;
Lindsey & Beach, 2000).
Conversely, the Conf lict perspective perceives change as normal and
necessary to the health of a society. A correlation may be drawn to the
Functionalist perspective in categorizing change as a response to dysfunc-
tion in society. Critical Theory, which builds out of the Conf lict tradi-
tion, views change as inevitable, especially in an unjust society (Lindsey
& Beach, 2000). In addressing the inevitability of change within social
structure and institutions, Giddens claims,

Change is in principle involved with social reproduction—again in both

its basic sense and in its “generational” sense—in its very contingency:
social systems are chronically produced and reproduced by their con-
stituent participants. Change, or its potentiality, is thus inherent in all
moments of social reproduction [author’s italics]. It is essential to see that
any and every change in a social system logically implicates the totality
and thus implies structural modification, however minor and trivial this
may be. (1979, p. 114)

While disagreeing with the nature and value of change, Conflict,

Functionalist, and Structural Theorists tend to agree that education
is intended to replicate societal patterns. The contention between
these perspectives is not whether societal patterns are reproduced but
whether those patterns are legitimate. The Functionalists and Structural
Functionalists claim that the patterns are legitimized by the inherent
need for harmony within the society. A change in the patterns would
disrupt what they perceive to be the healthy state of status quo. The
Conflict perspective questions the legitimacy of the societal pattern in
that it is wrought with disparity and injustice. Imbalances in power
and access to resources corrupt all institutions of society (DeMarrais &
LeCompte, 1995; Lindsey & Beach, 2000).
The latter involved in DeMarrais and LeCompte’s categories, trans-
formation, includes Critical Theory with its related bodies of feminist,
post-Structuralist and postmodernist theory. Within this category are
perspectives that seek the transformative potential of education. These
positions agree with the Conflict perspective in their understanding of
the nature of change (Lindsey & Beach, 2000). The theories perceive
evolution, or even revolution, as being a necessity for the maturation of