HED4809/101/0/2024

Tutorial Letter 101/0/2024

SOCIOLOGY OF EDUCATION

HED4809

Year Module

Department of Educational Foundations

IMPORTANT INFORMATION
Please register on myUnisa; activate your myLife e-mail account; and
make sure that you have regular access to the myUnisa module
website, HED4809-2024-Y, and your group website.

Note: This is a fully online module and is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page
1 INTRODUCTION .......................................................................................................................... 3
2 MODULE OVERVIEW OF HED4809 ............................................................................................ 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 5
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
4.1 Lecturer(s) .................................................................................................................................... 6
4.2 Department ................................................................................................................................... 6
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 6
5.1 Prescribed book(s) ........................................................................................................................ 6
5.2 Recommended book(s) ................................................................................................................. 7
5.3 Electronic reserves (e-Reserves) ............................................................................................... 7
6 STUDENT SUPPORT SERVICES ................................................................................................ 9
6.1 First-Year Experience Programme .............................................................................................. 10
7. STUDY PLAN ............................................................................................................................. 10
8 HOW TO STUDY ONLINE .......................................................................................................... 12
8.1 What does it mean to study fully online? ..................................................................................... 12
9. ASSESSMENT ........................................................................................................................... 13
9.1 Assessment criteria..................................................................................................................... 13
9.2 Assessment plan ........................................................................................................................ 13
9.3 Assessment due dates ................................................................................................................ 14
9.4 Submission of assessments ........................................................................................................ 14
9.4.1 Types of assignments and descriptions ...................................................................................... 15
9.5 The assessments ........................................................................................................................ 17
9.6 Other assessment methods ........................................................................................................ 32
9.7 The examination ......................................................................................................................... 32
9.7.1 Invigilation/proctoring .................................................................................................................. 32
10. ACADEMIC DISHONESTY ........................................................................................................ 33
10.1 Plagiarism ................................................................................................................................... 33
10.2 Cheating ..................................................................................................................................... 33
10.3 For more information about plagiarism, follow the link below: ..................................................... 33
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 34
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 34
13. IN CLOSING ............................................................................................................................... 34

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1 INTRODUCTION
Dear Student

We want to welcome you to the module, Sociology of Education (HED4809). We are sure that
you will find the content of the module interesting and rewarding. We hope that this module will
provide you with a better understanding of Sociology of Education and that it will broaden your
personal academic spheres of knowledge.

Because this is a fully online module, you will have to use myUnisa to study and complete the
learning activities for this module. Visit the website for HED4809 on myUnisa frequently. The
website for your module is HED4809-24Y.

In short, the module is designed to provide you with a theoretical understanding of the
Sociology of Education by critically analysing three major theories/perspectives/approaches:
functionalism, conflict theory and the interpretivist approach (interpretivism). Sociology of
Education provides insight into how schools operate in society and how the broader social
context can affect the individual, such as the teacher and the learner. Initially, you will be
required to not only develop a strong understanding of these theories and their implications for
the learner and the teacher, but also an understanding of the concepts used in Sociology of
Education. You will discover that concepts such as socialisation, role differentiation, inequality,
class consciousness, assimilation, hidden curriculum, messages and meaning, race, social
class, gender, and so forth are central to the discipline.

Importantly, the module is also concerned with practical school and classroom matters. You will
be required to implement the theories within a family, school and societal context. To put it
differently, you should think about how sociological theory can assist you in understanding and
gaining insight into schooling and your learners' social contexts. For example, knowing
something about the social class position of your learners can provide you, as a teacher, with a
theoretical 'handle' to explain some difficulties that certain students face at home, at school and
in society.

Thus, there is a strong link between theory and practice in this module. In addition, the module
encourages critical and analytical thinking. Hence, we expect you to be critical in your thoughts
and arguments. The ability to articulate a critique will develop in time by working through those
questions in the chapters of the textbook that will lead to the formulation of criticisms of the
relevant theories.

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Therefore, in light of the information above, the module will deal with the following:
• Sociology of Education theories and concepts.
• The application of these theories and concepts to family, classroom practices and
society.
• Comparisons and critiques of theories of Sociology of Education.
• Case studies to enhance the applicability of theory to practice.

Although we will support you in your studies, you must also take responsibility for your progress
to succeed in this module. This is a fully online module and tutorial letters will be posted on
myUnisa in the beginning of the year. These tutorial letters will include important information
about teaching, learning and assessment. We want to point out that you must read all the
tutorial letters that you receive as soon as possible and keep it at hand when engaging with the
rest of the study material. Please study the general and administrative information about this
module carefully. Complete all the assignments and submit them on time so that you can obtain
a decent year mark, keep on engaging with the subject matter and start studying for the
examinations as soon as possible.

Getting started

Owing to the nature of this fully online module, you can read about the module and find your
study material online. Go to the website at https://my.unisa.ac.za and log in, using your student
number and password. Click on myModules at the top of the web page and then on Sites in
the top-right corner. In the new window, click on the grey Star icon next to the modules you
want displayed on your navigation bar and then close the window in the top-right corner. Select
the option Reload to see your updated favourite sites. Now go to your navigation bar and
click on the module you want to open.

We wish you every success in your studies!

Your HED4809 lecturers

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2 MODULE OVERVIEW OF HED4809

2.1 Purpose

The purpose of the module is to equip students with critical analytical skills to draw on
philosophical and sociological foundations and theories of education to deal with problems in
education, teaching and learning.

2.2 Outcomes

It is important to indicate what we want to achieve in this module. The learning outcomes are as
follows:

Learning outcomes 1 to 4

• Reflect critically on the nature and scope of key theories and perspectives grounded in
the Sociology of Education.

• Assess social processes influencing the schooling system.

• Examine the practices in Sociology of Education with reference to the school as a social
construct of education.

• Address societal inequalities and promote social justice.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the University has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship; the pedagogical renewal of teaching and assessment
practices; the scholarship of teaching and learning; and the infusion of African epistemologies
and philosophies. All these will be phased in at programme and module level; and, as a result of
this, you will notice a marked change in the teaching and learning strategy implemented by
Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.

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4 LECTURER(S) AND CONTACT DETAILS
4.1 Lecturer(s)

Department:
Dr S du Plessis
NS Radipere Building, Room 6-38
Tel: 012 4294022
E-mail: [email protected]

Dr N Nkosi
NS Radipere Building, Room 7-30

Tel: 012 4448811

E-mail: [email protected]

4.2 Department

Departmental Secretary: Mrs D Tjikana (not for module specific enquiries)

NS Radipere Building, Room 6-82
Tel: 012 429 6009
E-mail: [email protected]

4.3 University

To contact the University, follow the instructions on the Contact us page on the Unisa website.
Remember to have your student number available when contacting the University.

When contacting a lecturer via e-mail, please include your student number in the subject line to
enable the lecturer to help you more effectively.

The contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

Sociology of Education – Feinberg, W & Soltis, JF. 2009. School and Society. 5th edition. New
York: Teachers College Press. (Also referred to SaS in the Learning Units on the module
site.)
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Tutorial matter that is not available on registration will be posted online on myUnisa as soon as
it becomes available.

Please consult the list of official booksellers and their addresses in the brochure Study @
Unisa. If you have any difficulties in obtaining books from these bookshops, please contact the
Prescribed Book Section as soon as possible at 012 429 4152 or [email protected].
Textbooks can also be purchased online from Juta, Van Schaik Books, Takealot or any
other online platform.

5.2 Recommended book(s)

None

5.3 Electronic reserves (e-Reserves)

• Ballantine, JH. 2017. Schools and Society: A Sociological Approach to Education. (What
is Sociology of Education? Theoretical Perspectives) 9-46.
• Chowdhury, MF. 2014. Interpretivism in Aiding Our Understanding of the Contemporary
Social World. Open Journal of Philosophy, 4: 432-438.
• Chueng, C. 2017. Educational contributions to students' belongingness to the society,
neighbourhood, school and family. International Journal of Adolescence and Youth,
22(2): 226-237.
• Haralambos, M. 2013. Sociology: Themes and Perspective. Chapter 1. Sociological
theory.
• Haralambos, M. 2013. Sociology: Themes and Perspective. Chapter 15. Education.
• Kirkhan, S. 2016. Constructing multiculturalism at school: negotiating tensions in talk
about ethnic diversity. Discource & Society, 27(4): 383-400.
• Milner IV, HR. 2017. Race, Talk, Opportunity Gaps and Curriculum Shifts in (Teacher)
Education Literacy Research: Theory, Method and Practice, 66(1): 73-94.
• Saldana, J. 2013. Power and Conformity in Today`s Schools. International Journal for
Humanities and Social Sciences, 3: 228-232.
• Shields, SA. 2016. Functionalism, Darwinism and Advances in the Psychology of Women
and Gender: From 19th Century to the 21st. Feminism & Psychology, 397-404.

E-reserves can be downloaded from the library webpage. More information is available
at http://oasis.unisa.ac.za/search/r

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5.4 Library services and resources
The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:
• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance
• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic)
service, visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support.
• For library training for undergraduate students, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Library- services/Training
• For lending services, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Library- services/Lending-
services
• For services to postgraduate students, visit-
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• For support and services to students with disabilities,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• For library technology support, visit https://libguides.unisa.ac.za/techsupport
• For finding and using library resources and tools, visit
http://libguides.unisa.ac.za/Research_skills
• For an A–Z list of library databases, visit https://libguides.unisa.ac.za/az.php

Impotant contact information:

• Technical problems encountered in accessing library online services: Lib-
[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Inter-library loan service for postgraduate students: [email protected]
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• Literature Search Service: [email protected]

• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar; how to
access module content; how to view announcements for modules; how to submit assessment;
and how to participate in forum activities at the link https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

IMPORTANT:
Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Activate your Unisa myLife email
address. Please note that it can take up to 24 hours for your account to be activated after you
have claimed it. Please do this immediately after you have registered at Unisa, by following
this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the University and will remain the official primary e-mail address on
record at Unisa. You remain responsible for managing this e-mail account.

No Gmail, Yahoo, Outlook, etc address will be responded to.

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6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is
also true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open
distance and e-learning institution, and it is very different from face-to-face/contact institutions. It
is a mega university, and all our programmes are offered through either blended learning or fully
online learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – Unisa’s First-Year Experience
(FYE) Programme, designed to provide you with prompt and helpful information about services
that the institution offers and how you can access information. The following FYE services are
currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication
from the SRU, please check your myLife inbox regularly.

7. STUDY PLAN
We suggest that you take note of the closing dates for all the assignments you have to submit
this year and plan your studies around these dates.

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STUDY YEAR PLAN

PERIOD ACTIVITY
January – February • Familiarise yourself with the study material by reading
2024 through the relevant chapters in the prescribed textbook.
• Read Chapter 1 (What this book is about) to familiarise
yourself with the relation of school to society. You will also
explore three different theories/perspectives/ approaches
researchers and scholars apply to study the school in the
context of Sociology of Education. The three perspectives
under review in this section are functionalism, conflict
(Marxist) theory and the interpretivist approach
(interpretivism). The following aspects form part of the
scope of the module:
✓ Communication in the classroom
✓ Group dynamics in the school environment
✓ Authority and discipline
✓ Socialisation and social behaviour
✓ Role differentiation, group solidarity and
consensus
✓ Curriculum reform
✓ Educational and social change.
• Continue with the other chapters.
• Introduce yourself to us and your fellow students on
Discussion Forum 1 on myUnisa after you have studied
chapter 1.
March – May 2024 • Continue to engage with the prescribed readings.
• Complete and submit Assignment 01 by the due date.
• Complete the activities linked to the relevant chapters of
both the prescribed textbooks in your own electronic file.
Do not submit your answers/reflective notes.
• Remember to participate in the discussion forum on
myUnisa.
June – July 2024 • Study the prescribed readings for Assignment 02.
• Complete and submit Assignment 02 by the due date.
• Continue to complete the activities in the relevant
chapters of the prescribed textbook. Do not submit the
answers/reflective notes.

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 • Study the prescribed readings for Assignment 03.
• Complete and submit Assignment 03 by the due date.
• Continue to complete the activities in the relevant
chapters of the prescribed textbook. Do not submit the
answers/reflective notes.
• Remember to participate in the discussion forum on
myUnisa at least once.
August – September • Study the prescribed readings for Assignment 04.
2024 • Complete the activities in the relevant chapters of the
prescribed textbook. Do not submit your
answers/reflective notes.
• Complete and submit Assignment 04 by the due date.
• Remember to participate in the discussion forum on
myUnisa.
October – December • Start preparing for the examinations.
2024 • Consult TL201/2024 for examination guidelines.
• Remember to participate in the discussion forum on
myUnisa.
January – February • Continue with examination preparation.
2025 • Write the examination.

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other modules at
Unisa.

• All your study material and learning activities for online modules are designed to
be delivered online on myUnisa (myModules).
• All your assignments must be submitted online. This means that you will do all your
activities and submit all your assignments on myUnisa. In other words, you may NOT
post your assignments to Unisa using the South African Post Office.
• All communication between you and the University happens online. Lecturers will
communicate with you via e-mail and SMS, and use the Announcements, the
Discussion Forums and the Questions and Answers tools. You can also use all these
platforms to ask questions and contact your lecturers.

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9. ASSESSMENT
9.1 Assessment criteria

It is important to acquire knowledge to be able to reflect critically on contemporary issues and

problems in education and on your own teaching practice in the classroom.

In light of this statement, the assessment in this module will focus on your ability to do the
following:

• Analysing sociological concepts; critically reflecting on descriptive theories and

perspectives of education; the hidden curriculum, and so forth.
• Examining optimal social processes and social patterns involved in the educational
system as part of the social dynamics of society.
• Understanding the effects of the school and society on culture, diversity, inequality,
poverty, gender, community, social class, socialisation, assimilation, role and status, and
so forth.
• Communicating and evaluating the role and structure of the school and the impact of
various social groupings on the social development of the students.
• Identifying, analysing and creatively solving educational problems related to the
socialisation processes in the school and in society.
• Participating in complex societal discourses by implementing evidence-based solutions
and theory-driven arguments.

The assessment criteria will be applied by implementing the assessment plan.

9.2 Assessment plan

To complete the assignments successfully, you will have to read the prescribed textbook and
complete the activities reflectively and systematically.

Formative assessment (All assignments are mandatory)

• Short orientation questions (Assignments 01 & 02)

• Essay-type questions (written form of assessment) (Assignments 03 and 04)

Assignment 01 & 02 must be submitted for admission to write the examination.

Assignments 01, 02, 03 & 04 will contribute 40% to your final examination mark.

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Summative assessment

• The examination will contribute 60% to your final mark.

9.3 Assessment due dates

The assignment due dates will be communicated to you later on myModules.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document and deliver educational
material to students and support engagement between academics and students.

• The myUnisa platform can be accessed at https://my.unisa.ac.za. Click on myModules

2024 to access the online sites of the modules that you are registered for.

• The University undertakes to communicate clearly and as frequently as necessary to

ensure that you obtain the greatest benefit from using the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When accessing your myModules site of the module/s you are registered for, you will see
a welcome message posted by your lecturer. Below the welcome message you will see
the assessment shells for the assessments that you need to complete. Assessments may
take the form of short questions, written assessments, forum discussions, and so forth.
All assessments must be completed on the assessment shells available on the
respective module platforms.

• To complete quiz assessments (not relevant for this module), please log onto the module
site where you need to complete the assessment. Click on the relevant assessment shell
(Assessment 1, Assessment 2, etc.). There will be a date on which you will have access
to the assessment. When the assessment is open, access the quiz online and complete
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it within the time available to you. Quiz assessment questions are not included in this
tutorial letter (Tutorial Letter 101) and are only made available online. You must therefore
access the quiz online and complete it online where it has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If
possible, please do not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on submission on the relevant assessment shell on myModules. You
will then be able to upload your written assessment on the myModules site of the
modules that you are registered for. Before finalising the upload, double-check that you
have selected the correct file for upload. Remember, no marks can be allocated for
incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory or elective.

• Elective assignments
- If elective assignments are not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If mandatory assignments are not submitted, the student gets no mark for this item.
• Compulsory assignments
- If compulsory assignments are not submitted, the result on the student’s academic
record will be absent.
• Optional assignments – You are encouraged as a student to do optional assignments
so that it may benefit your learning.
________________________________________________________________________________________

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 I. Elective assignments (not applicable for this module)
a. The student is given a choice of which assignments within an identified group to
submit, only the best result(s), the number of which is specified in advance, will
contribute towards the year mark.
b. Elective assignments must also be grouped into an elective group.
c For the student to select which assignment to submit, the elective assignments must
be grouped together. For such an elective group, relevant information must be
provided to the student, such as how many of the assignments must be submitted;
and how many of the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group
or no assignment in a group, a mark of 0% will be allocated.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all items.

II. Mandatory assignments (applicable to this module)

a. Mandatory assignments contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks for this
assignment when the final mark for the module is calculated.

III. Compulsory Assessment (not applicable for this module)

a. When a compulsory assignment is not submitted, the student will fail a continuous
assessment module but will be shown as absent from the examination on the
student’s academic record in the case of other modules.

IV. Optional assignments (not applicable for this module)

You are encouraged as a student to do optional assignments so that it may benefit your
learning.

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9.5 The assessments

As indicated in section 9.2, you have to complete the four (4) mandatory assessment for this
module. Details on the assessments.

9.5.1 Assignments

NB: ASSIGNMENTS 01, 02, 03 AND 04 (ALL MANDATORY)

ASSIGNMENT 01: SHORT ORIENTATION QUESTIONS (100 marks)

DUE DATE: To be communicated on myModules
UNIQUE NUMBER: To be communicated on myModules

CHAPTER 1
1.1 How does functionalism view schooling? (5)
1.2 How does conflict (Marxist) theory view schooling? (5)
1.3 How does interpretivism (interpretivist approach) view the school? (5)

CHAPTER 2
2.1 Briefly explain the two primary requirements of social life. (5)
2.2 Briefly discuss Dreeben’s four key norms which are learnt in school. (5)
2.3 Indicate what political socialisation means in the context of modern society. (5)

CHAPTER 3
3.1 Briefly explain the historical impediment argument. (5)
3.2 Indicate the differences between manifest and latent functions. (5)
3.3 List five points of critique against Functionalism. (5)

CHAPTER 4
4.1 Briefly discuss the concept of class consciousness as portrayed by Marxism. (5)
4.2 Distinguish between Marxism and neo Marxism. (5)
4.3 How does neo Marxism interpret schooling? (5)

CHAPTER 5
5.1 Explain the concept of the hidden curriculum in school context. (5)
5.2 Briefly discuss Foucault’s influence on contemporary social movements. (5)

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5.3 Comment on the statement: “Willis’s study challenges the belief that schools provide a
universal and unbiased set of standards”. (5)

CHAPTER 6
6.1 Indicate how the interpretivist approach differs from the Functionalist and Marxist
viewpoints. (5)
6.2 Briefly discuss Peter Winch’s take on the importance of interpretation. (5)
6.3 What is McDermott’s view on school failure and the approach to follow? (5)

CHAPTER 7
7.1 Distinguish between the three kinds of meanings. (5)
7.2 Discuss the concept legitimisation as portrayed by Marxists. (5)
TOTAL: 100 marks

ASSIGNMENT 02: MULTIPLE-CHOICE AND SHORT QUESTIONS (100 marks)

DUE DATE: To be communicated on myModules
UNIQUE NUMBER: To be communicated on myModules

SECTION A: MULTIPLE-CHOICE QUESTIONS (25)

[Based on School and Society (SaS), chapters 1 to 7]

QUESTION 1
Indicate the CORRECT statements.
a) Functionalism views the school as adapting learners to the economic, political and social
institutions in society.
b) Conflict theory views the school as a power to maintain dominance.
c) Interpretivism views the social world as consisting of purposeful actors who make social
interaction possible via shared meanings.
d) All of the above.

1. a and c
2. b
3. c and d
4. d

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QUESTION 2
Indicate the CORRECT statements.
Functionalism … .
a) is specifically prominent in anthropology and sociology
b) draws from the various systems of a biological organism, serving different survival
functions
c) supports social practice offered by those in power
d) views social institutions and practices in terms of their contribution to adapt and adjust to
the social system

1. a, b and c
2. b and c
3. c and d
4. a, b and d

QUESTION 3
According to the conflict theorist, schooling is used as a … .
a) social practice supported by those in power
b) power to maintain dominance
c) vehicle to preserve equitable class relations
d) vehicle to acquire, share and interpret meaning, rules and norms to facilitate social
interaction

1) a and c
2) b and c
3) c and d
4) a and b

QUESTION 4
Indicate the CORRECT statements.
The interpretivist views the social world as … .
a) consisting of purposeful actors who make social interaction possible via shared meanings
b) how individuals interpret their social situations
c) a power clash between different classes
d) analogous to parts of the human body

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1. a and b
2. b and c
3. c and d
4. a and c

QUESTION 5
Indicate the CORRECT statements.
a) Role differentiation and social solidarity are the primary requirements of social life.
b) Compulsory education facilitates the development of new skills as required by continuous
technological advancements.
c) Universal, compulsory education closely relates to the requirements of industrial society.
d) The stage theory can be explained in terms of the functional integration of simpler
traditional social structures into more complex modern social structures.

1. a, b and c
2. b and d
3. b, c and d
4. All of the above.

QUESTION 6
What norms did Dreeben set for successful functioning in a modern society?
a) assimilation and stabilisation
b) independence and achievement
c) modernisation and merit
d) universalism and specificity

1) a and c
2) b and d
3) c and d
4) a and b

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QUESTION 7
What does the hidden curriculum refer to?
1. Anti-institutional approved patterns of behaviour.
2. Certain hidden rewards based on ascribed personal characteristics.
3. The organisational features and routines of school life, providing structure to develop the
psychological dispositions appropriate for work and citizenship in an industrial society.
4. The school's role in facilitating the transition from family life to a work life and citizenship.

1) a and c
2) b and d
3) c and d
4) a and b

QUESTION 8
Indicate the CORRECT statements.
a) Modernisation is only a social concept concerned with the bureaucratic form of life.
b) As a cultural concept, assimilation implies that the subordinate group becomes
indistinguishable from the dominant group.
c) Political socialisation is both a political and psychological concept, widening the political
loyalty beyond the local group.
d) Assimilation implies a change in the wants of the members of the newer group.

1. a, b and c
2. b, c and d
3. a, b and d
4. a, c and d

QUESTION 9
Indicate the CORRECT statements.
a) According to Banfield, people's orientation towards space and time is subtly transmitted
through the features of everyday life, class and cultural activities.
b) Motivational factors are closely related to factors of family life and culture.
c) The historical impediments argument tends to perceive the under-representation of
minority groups, such as in higher education and better-paying occupations as a social
problem that requires significant political and economic commitment.

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d) Compensatory programmes to address the historical impediment argument can be
ethically justified and are consistent with the liberal functionalist understanding of modern
society, where new skills are required by an increasingly complex technological society.

1. a, b and c
2. b, c and d
3. a, b and d
4. All the above.

QUESTION 10
What is the main criticism against Functionalism?
a) The theory is not neutrally objective and scientific.
b) The theory is viewed as an ideological weapon that provides an unwarranted justification
for the institutions and practices in modern society.
c) Minimised efficiency in society.
d) The theory represents a political conservative view.

1. a, b and c
2. b, c and d
3. a, b and d
4. a, c and d

QUESTION 11
Indicate the CORRECT statements.

Conflict theorists argue as follows:

a) Schools only serve to reproduce the attitudes and dispositions that are required for the
continuation of the present system of domination by the privileged class.
b) Truth is dependent on the concepts that one's culture makes available.
c) Groups contesting power forms the basic cause of conflict linked to differences among
social classes.
d) Conflict can also revolve around ethnic, racial, generational and sexual differences.

1) a and b
2) a, b and c
3) b, c and d
4) All the above statements

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QUESTION 12
What criticism does Marxism pose of functionalism?
1) All groups are equally represented as belonging to society.
2) Consciously, functionalism elevates the interest of the dominant social group in society to
the status of universal norms.
3) Functionalism uses these norms to measure the contribution of only the dominant group.
4) Norms are universalised to allow all groups to enter university.

QUESTION 13
Indicate the CORRECT statements.
a) True consciousness is when you accept the values of your own class.
b) Class consciousness is when members of a class become aware of their common
interest and articulate that interest through common action.
b) False consciousness is when members of the subordinate class express the viewpoint
and share the values of the dominant class.
c) Hegemony is having a preponderance of influence and authority over others.

1. a and b
2. a, b and c
3. a, b and d
4. All the above.

QUESTION 14
Indicate the CORRECT statements.
a) Marxists believe that the state maintains a monopoly on repressive powers through the
courts, the police and the army.
b) Marxists believe that in a capitalist society, schools serve to reproduce the relations of
production that are essential to maintaining the dominance of the capitalist class.
c) Marxists believe that the development of false consciousness is not an essential
component of maintaining the capitalist state.
d) Louis Althusser calls for the usage of the additional Ideological State Apparatuses (ISA's)
to maintain the interests of the ruling class.

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1. a and b
2. a, b and c
3. a, b and d
4. All the above.

QUESTION 15
Indicate the CORRECT statement(s) and terms of the hidden curriculum … .
a) Functionalists assume the hidden curriculum is a fair means of selection into different
areas of the workforce.
b) Marxists do not assume that the hidden curriculum is presented in the same manner for
all learners
c) Functionalists treat the hidden curriculum as the same for all groups of learners
d) Marxists do not find the idea of the hidden curriculum useful

1. a
2. a, b and c
3. a, b and d
4. All the above.

QUESTION 16
In terms of the theory of cultural reproduction, what do Pierre Bourdieu and Jean Claude
Passeron proclaim?
1. That symbolic violence is the imposition of the meaning system of one group onto
another group.
2. That the habitus should not provide legitimacy to the symbols of the dominant group.
3. That the subordinate cultures do not accept the claim to cultural superiority of the
dominant class.
4. That the perception of the school is a neutral, apolitical selection mechanism that
conceals consensus.

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QUESTION 17
Indicate the CORRECT statements.
a) As non-Marxist, Michel Foucault explores discursive social practices and how external
forces of control. are internalised.
b) Feminism is a political, social, intellectual and artistic movement that strives to eliminate
the subordination of women.
c) Foucault believes that we learn to conform to norms of internal surveillance to control
ourselves.
d) Many feminists believe it is sufficient to establish fair procedures of selection to compete
on an equal basis with qualified men.

1. a and d
2. b and d
3. a and c
4. a and b

QUESTION 18
Indicate the CORRECT statement(s) The interpretivist point of view ... .
a) offers no global political argument about the role of the school in society
b) views regularity in one cultural context may be taken differently in another culture.
c) has a global instead of a local orientation
d) argues that social research should not uncover specific frameworks that define the rules
and meaning of cultural life of a specific group

1. a and b
2. a, b and c
3. a, b and d
4. All the above.

QUESTION 19
What is the goal in terms of the role of interpretation in the social sciences?
1. To discover irregularities in quantitative studies.
2. To systematically collect data to confirm quantitative perceptions.
3. To function meaningfully in the social world.

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4. To understand the meaning system of the society under study through interpretive
engagement and explanation.

QUESTION 20
Indicate the CORRECT statement.
Interpretive scholarship in education means the following:
1. The interpretivist wants to assess schooling in terms of pre-established notions of
progress.
2. The educational researcher should impose his/her own theories on those who are the
subjects of the research.
3. Social anthropologists and ethnographers emphasise the importance of understanding
the perspective of learners, students, teachers and other participants in the educational
enterprise.
4. The interpretivist should avoid understanding the "rules of the game" that govern the
culture of the classroom.

QUESTION 21
Indicate the CORRECT statement,
The interpretivist ethnographer, Ray McDermott, is of the following view:
1. Political rules and structuring behaviour, should be flagged as reasons for the
incompetence of learners.
2. Learner-organising rules should not derive from researcher analysis.
3. Learners hide their incompetencies by not cooperating with friendly classmates.
4. Too often educational researchers blame school failure on the intellectual deficiency of
the child or the biased conduct of the teacher.

QUESTION 22
Where are McDermott's approach and analysis of the reading group situated?
a) The "game" is an individual encounter between children.
b) He observes the actions of the lowest-level reading group in a primary school.
c) Raising hands after one child finished reading indicates "out of control" conduct.
d) The children seem to be "off task" because the observer has assigned the wrong task to
them.

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1. a and d
2. b and d
3. a and c
4. a and b

QUESTION 23
Indicate the CORRECT statement(s).
Three kinds of meaning that can be transmitted by a message are the following:
a) The propositional content of a message refers to the verbal substance of a message –
usually a truth claim.
b) The communicational content of a message is strung together to form a theory.
c) The relational content of a message a certain relationship between the speaker and the
listener.
d) The attitudinal content of a message refers to the feeling or attitude that is associated
with a certain message.

1. a, b and c
2. a, b and d
3. a, c and d
4. All the above.

QUESTION 24
What does the "hermeneutic circle" refer to?
a) Both the process of understanding a given social text and the process of choosing
between competing interpretations of the same text.
b) The nature of the conflict between the functionalist and the Marxist point of view.
c) The interpretation of text made without any appeal to be made beyond the unfolding text
itself.
d) Escaping the boundaries of the text itself.

1. a, and b
2. a and c
3. b, c and d
4. All the above.

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QUESTION 25
How do Marxists object to the interpretivist approach?
a) Marxists cannot explain social rules, norms and interpretations by appealing to more
fundamental causal mechanisms.
b) Marxists give individual reasons and cultural rules a primary role.
c) Marxists need the category of incompetence to explain and justify different social
positions that students will occupy after leaving school.
d) Marxists are perceived to understand only certain perspectives on their own terms.

1. a and b
2. b and d
3. a and c
4. a and d
TOTAL: [25 marks]

SECTION B: PARAGRAPH QUESTIONS (75 MARKS)

QUESTION 1

With reference to the functionalist perspective on schooling, critically discuss the role of the
school in modernisation and its link to both the cultural and political function of schooling. Also
relate your discussion to how the modernisation theory emphasises the importance of human
capital. (15)

QUESTION 2

“Some critics of functionalism argue that the theory is an ideological weapon that provides
unwarranted justification for the institutions and practices of modern society.” (Feinberg & Soltis
2009).

With reference to the above statement, analyse the criticism of Robert K Merton regarding
functionalism as a sociological perspective. (15)

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QUESTION 3

Present an argument on the interrelatedness of class consciousness, false consciousness and

hegemony; and provide some examples to illustrate your argument. (15)

QUESTION 4

Briefly explain the following statement: The interpretivist approach offers no global political
argument about the role of the school in society.

In your explanation, indicate how the interpretivist approach differs from functionalist and
Marxist perspectives in terms of the nature of social research and the school-society relation.
(10)

QUESTION 5

Critically reflect on the objections to the interpretivist approach compared to functionalism and
Marxism. (10)

QUESTION 6

Critically reflect on the hidden curriculum and how it addresses the indirect ways in which
schooling serves socialisation to the benefit of the modern, industrialised society. (10)

TOTAL: [100 marks]

ASSIGNMENT 03: ESSAY-TYPE QUESTION (100 MARKS)

DUE DATE: To be communicated on myModules

UNIQUE NUMBER: To be communicated on myModules

Write an essay of no more than ten (10) typed pages (cover page, table of contents and
reference list excluded) on the following topic:

Viewed from a functionalist point of view, the school as socialisation agent and as
a man-made institution, contributes towards the process of ‘creating a social self’
in an individual in society.

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Discuss this statement by referring to the role of the school as socialisation agent in society, as
portrayed by functionalism.

Structure your essay as follows:

1. Introduction to the essay: Indicate the role of the school as organisation and
socialisation agent in society viewed by the functionalist. (10)

2. Body of the essay: Explain the various functions of the school. (10)

3. Then argue the social complexities related to the school as socialisation agent in
terms of the functionalist point of view:

• Role differentiation and social solidarity as requirements for social life (10)
• Stage theory associated with functionalism (15)
• Key norms (Dreeben) and schooling (20)
• Equal opportunity and schooling (20)

4. Conclusion to the essay: Conclude on the role of the school as socialisation agent
viewed from a functionalist point of view with reference to the above-mentioned (no new
information and argumentation). (10)

5. Reference List: List ONLY the cited sources in text alphabetically, according to the
Harvard Method of Reference. Do not add additional sources that are not cited. (5)
TOTAL: [100 marks]

NB! Apart from consulting the prescribed textbook, ‘School and Society’ of Feinberg and
Soltis (2009), you should also cite relevant sources provided under the e-reserves to
complete the assignment In addition, you can search and reference your own sources,
using Google Scholar to argue the various points. Remember that the sources listed in
the "List of References" should be in alphabetical order.

ASSIGNMENT 04: ESSAY-TYPE QUESTION (100 MARKS)

DUE DATE: To be communicated on myModules

UNIQUE NUMBER: To be communicated on myModules

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Write an essay of no more than ten (10) typed pages (cover page, table of content and
reference list excluded) on the following topic:

Conflict theorists believe the driving force in complex societies is the unending
struggle between different groups to hold power and status.

Discuss this statement by referring to the school as important instrument in this struggle.

Structure your essay as follows:

1. Introduction to the essay: A brief overview of Marxism and the role of the school as
instrument to maintain the power struggles in society. (10)

2. Body of the essay: Marxist theory and schooling

From a Marxist point of view, argue the establishment of the school as instrument by
society to reproduce attitudes and dispositions to maintain domination of the privileged
class by elaborating on the following:

• Conflict (Marxist) theory: Class consciousness, false consciousness and hegemony

(25)
• Marxism, neo Marxism and education (25)
• Neo Marxist interpretation of schooling in a capitalist society (25)

3. Conclusion to the essay: Conclude on the school as important instrument in this

unending struggle between different groups to hold power and status. (Do not introduce
new information and arguments.) (10)

4. Reference List: List ONLY the cited sources in text alphabetically, according to the
Harvard Method of Reference. Do not add additional sources if they are not cited. (5)
TOTAL: [100 marks]

NB! Apart from consulting the prescribed textbook, ‘School and Society’ of Feinberg and
Soltis (2009) to complete the assignment, you should also cite relevant sources provided
under the e-reserves. In addition, you can search and reference your own sources using

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Google Scholar to argue the various points. Remember that the sources listed in the
"List of References" should be in alphabetical order.

_________________________________________________________________________

9.6 Other assessment methods

None.

9.7 The examination

Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and e-tutors (where relevant) and for communication from the University.

9.7.1 Invigilation/proctoring

Since 2020 Unisa has conducted all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through using various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s identity and
flag suspicious behaviour to assure the credibility of student responses during assessments.
The description below is to your benefit as you may encounter any one or all these tools in your
registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in student submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for the utilisation of the Turnitin
software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their quiz assessments. This tool requires access to a student’s mobile or laptop
camera. Students must ensure their camera is activated in their browser settings prior to taking
their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool
requires students to download the app from their Play Store (Google, Huawei and Apple) on
their mobile devices (camera enabled) prior to taking their assessment.
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IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It can record and review a student’s assessment
session. It flags suspicious behaviour of students for review by an academic administrator. IRIS
software requires installation on students’ laptop devices that are enabled with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Check the module assessment information on your myModule sites to determine which
proctoring or invigilation tool will be used for their formative and summative assessments.

10. ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student; copying the work of another

student during an assessment or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3 For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

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 11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact [email protected] or [email protected] to
discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

FREQUENTLY ASKED QUESTIONS

You will find an A–Z guide
of the most relevant study information on the Study @ Unisa site.

13. IN CLOSING
Best of luck with your studies in 2024!

Your Lecturers
Dr S du Plessis & Dr N Nkosi

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HED4809 DECLARATION

The following declaration must accompany written assignments. Your assignment will be cancelled
and returned unmarked if you do not include a fully completed and signed declaration form.

I (full names):
Student number: _____________________________

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s work,
whether a printed source, the internet or any other source, I give the proper acknowledgement,
and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting it
as his or her own work.

Signature _________________________________

©
Unisa 2024

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