SED Assignment 02

1.1 Social order refers to the system that is intertwined that has four main basic needs which are
social structures and institutions, social relations, social interactions and behaviour as well as
cultural features such as values ,norms, and beliefs. It elaborates more on social and order in the
society so that it can work properly.

1.2 Socialism is a system in which the means of production is managed or possessed by the
government or community. In addition to that an ideology as well as the approach which highlight
the significance of education in apprehending social justice, social equality and collective well-being
in such a way that it will prohibit the exploitation of employees by the capitalists. It concedes
education is like a powerful tool for social transformation and feel that the education system should
reflect and support socialist principles and goals.

1.3

(a) Society- Refers to the group of individuals that share the same territory who are also bound by
the social relationships as well as institutions. For instance, Rural community that individuals stay in
proximity, interact with each other frequently and share a certain customs and traditions.

(b) Deviance- It is a behaviour that normally violates the social norms, values and the expectations of
society. It entails behaviours that are normally regarded as unacceptable unconventional within the
social context and can be regarded as social sanctions. An example is that a learner repeatedly
disrupts the lesson like disrespectful behaviour, talks loudly and not following instructions which is
against the classroom rules in the classroom setting.

1.4 Clear moral responsibilities as well as values when interacting with teachers and other learners.
Teach the learners the new social patterns in the classroom which will empower them to critically
analyse the existing social structures and norms by encouraging them to ask questions and challenge
the status quo.

1.5 Interactions

 The meaning of things derives from the context of the interactions between individuals.

Symbols

 Social objects that give meaning to individuals are created, shared, and maintained through
social interaction.

Meanings

 Human beings respond to things based on their subjective meanings. Meanings are based on
experience and occur through interactions between individuals. They are not fixed, but are
developed, modified, and negotiated in interaction situations.

The self

 Is regarded as a mirror that allows individuals to reflect on themselves as objects. During this
self-reflection process, individuals argue with and assess themselves. Significant others and
 generalized others play a crucial role in developing the self. Individuals rely on them to form
a conception of themselves.

Situational definitions

 People believe that situations are real if others have defined them as real.

Question 2

2.1 Symbolic interactionism focuses on the self and society. It takes place when people interact with
each other. The interaction takes place through symbols linking social beings to each other. Members
of society learn certain behaviour because they identify themselves with each other through
symbols.

2.2 Chicago school (Blumer) centred the attention on the process supports the use of qualitative
methods in studying the procedure of reality construction within natural settings.

Iowa school (Manford Kuhn) centred the attention on the structure supports the use of quantitative
methods in studying the products of social interaction.

2.3 Family is a unity of various individuals who are working together to shape each other’s
personalities. The symbolic interactionist perspective highlights the processes of role-making, role
negotiation, role definition, and role identity within the family. Socialisation is in charge for the
formation of the personalities as well as self-concepts of individuals including the transmission of
values and attitudes. Socialisation is highly requited amongst parents and children, as they affect
each’s self-concepts. How family relations are conducted within specific ethnic domains together
with the cultural contexts in which communication occurs shape family interactions and identity
negotiations.

2.4 Conflict theory the social forces control who people are, criticized because of the presumption
that everything that occurs only benefit ruling class and it does not give more details about how
individuals are going to be affected. It neglects social stability which does not consider the freewill,
human agency as well as the ability to a totally different class position and deterministic nature of
this type of pf model. Five common criticisms of conflict theory are oversimplification of society,
neglection of cooperation and stability, deterministic view of social view of social change, neglection
of functional aspects and the lack of empirical evidence.

Question 3

3.1 The functionalist interpretation of schooling in society is a sociological perspective that views
education as a vital institution that serves functions for both individuals and society. The members of
society learn specific behaviours because they identify themselves through a certain symbol. The
earners will learn the difference required for different situations. Functionalists view education as an
important means of socialization, social integration, and social reproduction. According to
functionalists, one of the primary functions of schooling is to transmit society's norms, values, and
culture to new generations. Education serves as a mechanism for socializing individuals into the
shared beliefs, attitudes, and behaviours of the larger society. The theory gives the best explanation
of schools in South Africa because of the social interaction and in society. There are links between
symbolic interactionist theory and classrooms, through constructivist learning. Constructivist
learning means that humans construct knowledge and meaning from their experiences.
Constructivists contend that knowledge is personally constructed, but socially mediated. This
emphasises the significance of the world knowledge, beliefs, and skills that a person gets through
interaction with other people. An individual brings existing knowledge, which has been developed by
experience to learning. For example, students use their existing knowledge in a constructivist
classroom to engage with their peers. Their actions and reactions to peers as well as their ideas in
cooperative environments which are connected to the symbols that they hold for object in their
environment. These symbols are part of their existing knowledge and allow them to exercise their
ability to think. It is almost impossible to embrace learning environments without factoring in
symbolic, through formal instruction and informal interactions, schools teach learners the
knowledge and skills necessary to participate in society effectively. Functionalists also emphasize the
role of education in promoting social integration. They argue that schools bring together individuals
from diverse backgrounds and provide them with a common educational experience.

3.2 Conflict theory maintains that conflict is inevitable among the individuals and groups within
society because of the different amounts of material and non-material resources available to them.
According to conflict theory when individuals and groups have more power than others, they are
likely to use this power to exploit groups with less power. It is evident in South Africa, where there
are endless squabbles between the haves and the haves not. These were the causes of strikes in
South African society in recent years. Moreover, conflict theory argues that schools promote
inequalities. Conflict theorists argue that equality is impossible because schools themselves are
unequal. They suggest that working-class learners go to the working class, often poorly equipped
schools with large class numbers, and middle-class learners go to the middle class, better-equipped
schools with small class numbers.

Schools are an important tool to maintain power and class differences in society. Functionalist theory
focuses on the functional contribution that society’s parts or subsystems make to each other and on
the maintenance of these parts for the sake of the stability and equilibrium of society. From a conflict
theory perspective: functionalism does not question why society is stratified and unequal. This is
because functionalism encourages the maintenance of the status quo (society staying the same). It
also encourages society’s members to accept inequalities as ‘normal’ instead of questioning them.
Functionalism does not always play a role in encouraging people to change society social change is
often frowned upon. Most societies are multicultural and functionalism, with its emphasis on shared
norms and values, could lead to certain cultures being marginalized. Functionalists stress that all
learners have equal opportunities, however, because of social class differences some learners are
more privileged than others. Functionalism does not mount a convincing critique of inequalities in
society.

3.3 The functionalist interpretation of schooling in society, as supported by different sociologists,

considers education as a crucial institution that serves specific functions for individuals and society.
This perspective views education as a means of socialization, social integration, and social
reproduction. It sees the school as serving socialise learners so that they can be able to get use to
the political, economic and social institutions of their society. Émile Durkheim, one of the founders
of sociology, argued that the education plays a crucial role in maintaining social order and solidarity.
According to Durkheim, schools serve as a primary agent of socialization, bestow shared values,
norms, and cultural knowledge to new generations. Education infuses a sense of collective
consciousness and that aids individuals develop a shared understanding of societal expectations and
moral boundaries.
3.4 Symbolic interaction takes place when the people link together which occurs in the society
through the means of symbols which interact together with the social beings of each other. The
members of the society learn behaviors as they identify themselves with each other through these
symbols. It emphasizes the role of symbols, language, and social processes in shaping human
behaviour and the construction of social reality. Here's how symbolic interactionism theory is
applied to society: Micro-Level Analysis: Symbolic interactionism primarily operates, construction of
identity, socialization and social order.

3.5 Assumptions that the society is the exact same thing in terms of the culture, values and norms
which also downplays the role of individual thought as well as action. It does not promote human
thought to seek change or even ask questions, it does not encourage people to take an active role in
changing their social environment and modern societies are also multifunctional where
functionalism calls for homogenous values as well as morals.

Question 4

4.1 In a democratic context, the government and political structures are essential as crucial social
institutions that play a vital role in shaping the governance and functioning of a society. These
institutions are designed to represent the interests of the people, endorse the rule of law, and make
sure that the provision of public goods and services. Key aspects of government and political
structures in a democratic context, along with examples which are:

 Separation of Powers: The basic feature of democratic governance is the detachment of

powers among the executive, legislative, and judicial branches.
 Representative Democracy: In a representative democracy, citizens return individuals to
represent their interests and make decisions on their behalf.
 Political Parties: They are vital actors within democratic systems which serve as vehicles for
citizen participation, representing various ideologies, policy preferences, as well as interests.
 Electoral Systems: Electoral systems define the rules and protocols for conducting elections
and determining the allocation of seats or positions.
 Civil Society and Interest Groups: Democratic societies excel on active civil society
organizations and interest groups.

4.2 Social placement, within the school context, means the process through which learners are
assigned in various educational tracks, programs, or classes based on various criteria like academic
abilities, achievements, aptitude tests, or socio-economic backgrounds. Entails the sorting and
grouping of the learners into various educational pathways that are believed to match their
perceived abilities or potential.

4.3 A broad category that entails all unrecognized and often unintended knowledge; it comprises
beliefs and values that are part of the learning process in schools and classrooms. Hidden curriculum
shapes the future workforce in various ways:

• It produces a compliant workforce of imprudent, passive, and docile workers

• Promotes an acceptance of hierarchy

• Stimulates learners through external rewards

• It causes fragmentation of subjects.

For instance, learners master some beliefs and values through the hidden curriculum like respecting
authority. Learners also learn how to behave towards other learners through the hidden curriculum.
For example, classroom activities are often gender-based: girls do certain tasks and boys do others.

4.4 Functionalist theory

The theory gives a lucrative explanation of schools in South Africa as the existing democracy in
society. Functionalists argue that schools provide equal opportunities for all learners. There is free
movement of members of society from one class level to another. The members of society can make
choices to make a difference in their living standards, like working harder to move to the other status
level. Moreover, according to functionalist theory, education serves to socialize learners so that they
can be able to adapt to the economic, political, and social institutions of their society. Functionalists
are of the view that education is making a beneficial contribution to an ordered society. Education
serves the manifest function by teaching traditional school subjects. Education serves the latent
function of producing people who share basic economic, political, and cultural practices and norms
of society. The functionalists claim that education classifies the learners based on merit.

Question 5

5.1 The family is a fundamental social institution that plays a vital role in society. Key aspects that
highlight the role of the family as a social institution:

 Socialization and Education: The family as the primary agent of socialization, where the
individuals learn societal norms, values, and behaviours.
 Emotional Support and Intimacy: Families will give emotional support, intimacy, and a sense
of belonging to their family members.
 Reproduction and Population Maintenance: Families will act as the primary unit for
reproduction and population maintenance in the society.
 Economic Cooperation: Families grant to economic cooperation and the division of labour
within the society.
 Transmission of Cultural Heritage: Families transmit cultural heritage, traditions, and
customs from one generation to another.

5.2 Religion plays a vital role as a social institution in societies around the world that gives a
framework of beliefs, values, rituals, and practices that shape individuals’ behaviours,
interactions, and social relationships. Key aspects that point out the role of religion as a social
institution:
 Belief System and Meaning-Making: Religion gives a belief system that will aid the
individuals to make sense of the world and gives answers to verifiable questions about life,
death, and the purpose of human the existence.
 Social Cohesion and Identity: Religion acts as a symmetric force, fostering a sense of
belonging and shared identity among its adherents.
 Moral and Ethical Framework: Religion often set up moral and ethical codes that will show
individual and societal behaviour.
  Socialization and Education: Religious institutions acts as agents of socialization, transmitting
religious beliefs, values, and traditions from one generation to the other.
 Social Control and Change: Religion often plays a vital role in adjusting and maintaining
social order by encouraging conformity to established norms and values.
5.3 Macrosystem entails the extensive pattern of micro-, meso, and exosystem distinctive of a given
culture which has specific reference to the belief systems, material resources, bodies knowledge,
lifestyles, customs, hazards, opportunity structure as well as life course choices that are placed in
each of the broader systems.

5.4 Microsystem refers to the pattern of activities, social roles as well as interpersonal relationships
knowledgeable by the developing person done in a face-to-face setting with certain social, physical
and symbolic features that invite and allow engagement in support more complex interaction with
the environment.

5.5 Socialisation refers to adults and children whereby they learn from one another which also be
self-imposed or externally imposed.

5.6 Social and cultural innovations mean the creation, adoption, as well as implementation of new
technologies, ideas, practices, or behaviours that will bring about important changes in social
structures, relationships, norms, values, and cultural expressions within a society. These innovations
can have wide-ranging effects on different aspects of human life, including social, economic, political,
and cultural dimensions.

References
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SED2601/1/2019-2021: Sociology of education study guide

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