...UNIVERSITY OF ZIMBABWE MORGAN ZINTEC COLLEGE NAME : NZOMBE BRUCE COLLEGE NO : 40/131/11 SUBJECT : THEORY OF EDUCATION LECTURER : MR MUPONDI DUE DATE : NOVEMBER 2013 QUESTION: What is socialization? How can schools, mass media and the peer group socialize the child? Children are socialized in different ways as they grow. They learn and adopt ways of life from different sources like the schools, clubs, and peers to name just a few. Here the writer is going to explain how schools, mass media and peer groups socialize the child. He is also going to define socialization before he goes deeper with the explanation. Giddens (2001:26) defines socialization as “The process by which children or other new members of society, learn the way of life of their society” Gwirayi (2010:14) says, “Socialization is that process through which an individual becomes an acceptable member of his or her society by acquiring those norms, values and beliefs that are considered desirable in that society”. Haralambos and Holborn (2004) takes socialization The process by which people are discouraged from carrying out badly functions in public such as defecation come to be seen as something which should not be discussed or performed in view or sound of others. The writer, with reference to the above authors’ views sees socialization as a process by which pupils or individuals learn a culture acceptable to a society in which they dwell. ...
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...the ways in which two of the following agencies may shape the process of socialisation: family; education; mass media; religion. (24 marks) Socialisation is the process of learning social norms and values, these for example, things like manners and ways to behave around people and what behaviour is suitable for your gender. From birth onwards all individuals go through a process of socialisation during which they learn the norms and values of their society and certain factors influence your interpretation of society and what norms and values you have been taught. Family socialisation begins the process through which learn and develop to be the adult persons they become. For some adults, their interaction with family continues in such a close relationship that the family maintains a dominant role in their on-going socialisation. Most of the time growing up is spent with family and so this is what is called a primary relationship, it’s important that we learnt the dos and don’ts from them. However when you get older it becomes less important in the socialisation process as other agencies take over from the family. Comparisons between classes show big differences, for example it has been proven that working class families use more simple sentences whereas middle class use more complex sentences which links to achievements in school, this shows how different class families contribute to family socialisation. Child rearing practices such as nutrition, sleeping and use of toilets...
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...Examine the ways in which two of the following agencies may shape the process of socialisation: family, education, mass media, and work. (24 marks) This essay examines the ways in which education and family shape the process of socialisation. Socialisation is the process by which an individual learn or internalise the norms and values of society. There are two types of socialisation: primary and secondary. Primary socialisation occurs largely with family and involves acquiring basic skills and values. Family was chosen to show the formation of primary socialisation. Secondary socialisation refers to the socialisation received later in life through a wide range of people and agencies. They include mass media, education, work and religion. Education was chosen to show the formation of secondary socialisation. Sociologists consider family, specifically the parents as central to primary socialisation. This type of socialisation occurs when we are normally in intimate and prolonged contact with parents. Children learn language and basic norms and values. These can be taught formally but they are more likely to be picked up informally by imitating parents. Parents may use sanctions to reinforce approval behaviour (positive sanctions) and punish unacceptable behaviour (negative sanctions). These processes help children to learn about their role in family and society. Furthermore, a research carried out by Diane Reay (1998) on class and parenting. She made detailed study of 33...
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...IDENTITY LARGELY THROUGH AGENTS OF SECONDAERY SOCIALISATION. Gender identity is an individual’s private sense and subjective experience of their own gender. This is generally about how an individual is associated into a male or female category. Primary socialisation takes place at the very start of an individual’s life; it is the first experience of socialisation a person will experience. The most dominant agent of primary socialisation is family and is predominantly the most important stage of an individual’s social encounters. During the course of one’s life the influence of the family can decrease, secondary agents of socialisation can become more dominant than primary agents of socialisation. It is possible that secondary agents of socialisation may socialise individuals into a gender identity that different greatly from the gender identity they were socialised into primarily. That can often be the case as an individual grows up they spend less time with their family and more time with secondary agents of socialisation such as peers and in educational institutes. However without initial primary socialisation (with family) secondary socialisations will become increasingly more difficult for an individual and this could cause an increase in criminal activity. As I have explained, during the course of a person’s life an individual can become to be more affected by agents of socialisation other than the family. The majority of children in Britain are educated in schools between...
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...cultures and may be as a result of gender, beliefs and religion. In an African society, a male child is brought up to recognise he is a breadwinner and consequently taught the value of working hard to provide for his family, on the other hand education may be seen as wasted on a female child because she is meant to be provided for by her husband. In such a society education is not valued in females. Values change and evolve because today most societies have accepted the importance of education in both the male and female child. There are still some restrictions in some societies like in Saudi Arabia where women are not allowed to freely mix with men in the work place. Some of the change in values can occur from experiences in the secondary socialisation process. The change will allow for development, growth and modernisation. For instance a traditional Muslim male takes his wife to see a doctor for checkups will insist he wants a female doctor to attend to her. With time he begins to see the gap created by not allowing a female child get an education and as such will be more open to change. Values are important things to us like ethics, human life, privacy, love, religion, honesty, justice, and fairness and so on. In Britain we value our Privacy among other values, for example in July 2011 News of the world Corporation was involved in breach of privacy laws and media ethics which led the Prime...
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...Part A (20m) 1. Critical thinking (10m) 2. Working Models (10m) (a) Authoritative Parenting-2m Parents put maturity demands on youth. Parent use their authority to keep children safe and guide children’s choice. At the same time, also listen to children’s point of view to encourage their input on activity choices within specific bounds. (b) Instrumental Scaffolding-2m Adult give suggestions and cues to youth without teaching directly. When youth worked with an adult, adult often made comments that prompted youth to think about longer-term of the problem. (c) Motivational Scaffolding-2m Adults scaffold youths’ motivation by communicating confidence which lead to a desired ends. Adults can help youth sustain engagement in learning by setting achievable goals. (d) Supporting cycles of Real-World Learning-2m Adult plays a role to support youths’ learning cycle. In adventure program, they may supply provisions for a trip into the wilderness and accompany the youth to ensure their safety. (e) Asset Building-2m Development occurs within the full set of environments, relationships, and interactions that make up a youth’s daily life. Adult can intervene by altering the obstacle course of youths’ daily life. Part B (20m) 1. Socialisation (a) What is Youth Transnational framework?-2m - Transition is the process or a period of changing from one state or condition to another. A= Childhood dependence (1 to 17 years old) B= Youth independence and awareness to interdependence...
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...Chapeyama Zimbabwe There are various agents that play part in the socialisation process in the society. In this essay the writer looks at five of these agents. The writer also looks at the good and bad sides of each of these agents. The agents that shall be discussed are: • Parents • Peers • Religious leaders • Teachers • Friends. Parents Parents are the main agents of socialisation for the children. This is so because the parents spend much of the time with the children, from their tender ages until they are grown up. At home the parents set standards and rules. They insist on certain folkways. Examples include that they must not eat while they are standing. In Zimbabwe parents also teach children moral codes such as clapping and thanking other people. They are taught good ways of treating others. Generally parents set the best guidance to children. This is due to the attachment which parents have with their children as well as the love they have for them. One bad thing in the socialisation that comes from the parents is insisting on certain standards which may not be good for the children. Some religious parents teach their children to disown other people’s religious beliefs. Parents may tend to create stereotypes in their children. They tend to want children to behave in exactly the same ways as they do. Teachers Apart from parents teachers give a lot of socialisation to children. Children believe that teachers are always right; hence they listen very much to...
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...Chapeyama Zimbabwe There are various agents that play part in the socialisation process in the society. In this essay the writer looks at five of these agents. The writer also looks at the good and bad sides of each of these agents. The agents that shall be discussed are: • Parents • Peers • Religious leaders • Teachers • Friends. Parents Parents are the main agents of socialisation for the children. This is so because the parents spend much of the time with the children, from their tender ages until they are grown up. At home the parents set standards and rules. They insist on certain folkways. Examples include that they must not eat while they are standing. In Zimbabwe parents also teach children moral codes such as clapping and thanking other people. They are taught good ways of treating others. Generally parents set the best guidance to children. This is due to the attachment which parents have with their children as well as the love they have for them. One bad thing in the socialisation that comes from the parents is insisting on certain standards which may not be good for the children. Some religious parents teach their children to disown other people’s religious beliefs. Parents may tend to create stereotypes in their children. They tend to want children to behave in exactly the same ways as they do. Teachers Apart from parents teachers give a lot of socialisation to children. Children believe that teachers are always right; hence they listen very much to...
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...Socialisation is process through which people learn the various forms of behaviour consistent with membership of a particular culture. It is during socialisation that individuals learn the values and norms that play such an important part in shaping human behaviour. Socialisation provides the skills and habits necessary for acting and participating within one’s society. The functionalist view of socialisation is based on view that society is external to the individual and human nature is passive. Socialisation is a one way process – Society in man. Durkheim’s socialisation was very similar to training or even taming. During socialisation individuals learn to desire what the culture of a society provides and in doing so their personalities become structured by the social roles they learn. From a functionalist perspective deviant behaviour can to a large extent be explained in terms of inadequate socialisation. Though Marxists give a slightly differently explanation, they see little difference between culture and ideology. It is really the values and interests of ruling class which are transmitted as culture. Marxist analyse the agencies of socialisation in capitalist societies not just family but schools, mass media and political institutions. Bowles and Gintis emphasise the importance of schools transmitting the Hidden Curriculum. The values that are transmitted are capitalist values, acceptance of authority structures and competition. Similarly the mass media is seen...
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...Socialisation is similar to Social Darwinism. The application of evolutionary laws of natural selection to human societies to 'explain' social processes and behaviours. Spencer coined the term 'survival of the fittest' (often misattributed to Darwin) to describe how Darwin’s ideas about natural selection in nature can be used to explain social processes and behaviours. Socialisation as a term refers to a process that is of critical importance in development of the individual person and in the functioning of groups and societies. (Hunt, P. 3) A major theme is the socialisation process has been the of social structure and value orientations on patterns of child rearing. (P.30.) Agencies of socialisation are where socialisation occurs within, these agencies or social networks aid in the social construction of an individual. The primary socialisation (refers to the socialisation of babies and young children, and mainly occurs within the family) is the family. The family is a child’s first reference group. Families are diverse and their style of parenting reflects cultural, class, ethnic, and religious differences. (Rogoff, P55) Other members of the family’s social network, such as neighbours, also have an influence on behaviour, attitudes and values through their provision of positive and negative representations. It includes all those who are included in the family’s primary social network, such as neighbours, grandparents, close family friends, cousins. (Hunt, P. 33.) ...
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...alcoholics who were hardly able to take care of themselves, let alone an infant. Oxana, only three years old, sought refuge in the dog house in the garden; and she lay down with the dogs. Oxana remained with the dogs for 5 years, and was even fed raw meat and scraps left by her parents. After these 5 years, Oxana was imitating the behaviour of a dog: she was barking, clawing, whining when hurt, growling when feeling threatened and panting. In the following document, I will be discussing under which circumstances Oxana become this way, and the effects of primary and secondary socialisation had on Oxana. What were the primary socialisation effects on her health and well-being? When we are raised by our parents, we naturally replicate the behaviour of our parents; and primary socialisation is especially important because it serves as the groundwork for a child's future development and socialisation. However, as Oxana was raised largely by dogs, she replicated this behaviour. How does this impact Physical Development? Due to Oxana’s environment, it has caused Oxana to become physically underdeveloped. This is because of a multitude of factors. For example; the food she was eating. When we are young, we are fed food by our parents that contain the right amount of nutrients and proteins that will help our bones become strong, and will help us grow. Oxana did not have this. By being fed only raw meat and leftover scraps, Oxana was missing out on key nutrients that would help...
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...Socialisation &Feral Children Summary In this lecture we learned about socialisation and Wild or Feral children. The class started off with a question asking what we believed feral children were and what we thought socialisation consisted of. It seemed apparent that about half of the class were aware of what feral children were with the majority having an idea of what socialisation is. To explain to the class fully we were more than told what the meaning was but also shown videos to show the extent of the meaning. We learned that feral children we raised with no or minimal human interaction which resulted in them growing up basically alienated from human culture or lacking in socialisation skills. The video clips we watched showed harrowing examples of stories about feral children. For instance Oxana a girl from the Ukraine who lived for years with a pack of wild dog, the video clip showed her on all fours acting like a dog. We also learned of girl called Genie who was held captive alone in a dark room from the age of 1 to 13 by her father. She rarely saw other human beings and was spoon fed soft food which she could barely survive on. When she was discovered she could not walk, talk or stand up and was not toilet trained. We then discussed how once she was rescued how she struggled to adapt to socialisation and now lives in sheltered accommodation. There were numerous other examples given with the authenticity of some open to debate but all came back to the same point...
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...consisting of two parents and their children living together as one unit; the roles of the family are simply what the family actually provide for both the children and society as a whole. Murdock believes that the nuclear family has four essential functions within society; first key function is socialisation, which suggests that the family is needed to teach the norms and values to children to help integrate them into society, before they move onto secondary socialisation within education and later life. The second function is sexual; Murdock views this as an important part of the family because a healthy sex-drive is a key to reducing family disruption as the parents will be less likely to have affairs, and therefore helping to maintain a stable family structure. The third function is reproduction; this allows for the next generation of society to be born, which is essential as it helps the continuity of society. The last function is economical so the family can provide food, shelter, etc., for the children and the other members. Although Murdock’s theory is based on the nuclear family, he does see how other family types can work within society. However, the main criticism of Murdock’s research is that it is mostly based on patriarchy in the sense that he believes the males in the nuclear family should go out to work and be the main source of income, whereas the woman should stay at home to be the ‘housewife’ and look after the children. Another criticism would be that this...
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...the family allows its members to express their sexuality in a socially approved way. This also allows for the reproduction of children needed for society. The family defines what is socially acceptable according to sex with controls, over dating, pre-marital sex and marital sex. Chaos would be resulted without these controls. However, some theorists argue that the nuclear family is loosing functions. This is because in Britain since the 1970s there has been an increase in the reproduction of children before, alongside and outside marriage with lone parent families and increased divorce as part of a greater choice in society. Post-modernism argue that changes in society with choice and greater individualism mean that traditional ideas on sexual relation are not carried out by nuclear families with many new family types and the rise of single parents. Another reason the nuclear family provides functions for society is through socialisation. The theorist Parsons argues that primary socialisation is still provided by the family who teach society's culture such as the language history and values,. Without this, society would cease to exist. On the other hand, some sociologists argue that the nuclear family is loosing functions. This is because, the rise of education means that socialisation does not primarily take place within the family. With children attending school from 5 to 16, means schools provide this function mostly. Also, the increase in children's centres, child minders...
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...more dominant and are depended upon by women within society. These are all factors that contribute to serving the interests of capitalism. Marxists see all social institutions as serving the interests of capitalism - this includes the family, and they say that it serves the interests of capitalism by maintaining and advocating the class inequality and exploitation by the rich through the primary socialisation of children; the family socialises children into accepting this upper class hierarchy and inequality. The parent’s power over their children gets the children used to the idea that someone is always in charge, which prepares them for working, where they will contribute to capitalism by adhering to orders from their employers. If the children continue to socialise with children of the same class, with similar norms and values, the inequality will continue to be thought of as right and they will socialise their children this way too - carrying the inequalities through multiple generations. However, if children are socialising with different classes in secondary socialisation, they may begin to question the inequality and change how they view this, this may therefore lead them to not want to work for the upper class, or in contrast, they may not want to have the lower classes working for their own benefits of profit. The family is also an important market for the sale of consumer goods because advertisers encourage families to be in competition with each other and to keep...
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