It is true that a child’s education is increasingly dependent on the wealth and wishes of their parents, rather than the ability of pupils themselves? How accessible is education in the United Kingdom? What sorts of conflicts does the inaccessibility of education produce? These questions and many more will be addressed and applied to this holistic analysis of education in the United Kingdom.
Education is supposed to be meritocratic in nature and the means through which people break through the cumbersome social barriers of class and privilege. Is it true that education is meritocratic and based upon the notion that education allows people to advance, progress and move forward in life? A basic premise of the sociology of education is that it promotes greater equality and is based upon merit and equal opportunity for all. The expansion of education in the past two hundred years in the United Kingdom remains an incredible advance which has purportedly increased social equality to the betterment of society. Less than one hundred years ago, the educational institutions of this country were effectively closed to women, ethnic minorities and a whole host of other groups. Incredibly, educational opportunities were denied to more than 50% of the population for centuries. The sociology of education emphatically argues that public schooling and universal education promotes social equality, social cohesion and is characterised by opportunities for progress and social growth. A fundamental underpinning of the sociology of education is that it is meritoocratically based and that it promotes great equlaity. Now that educational access has expanded across this country, is it true that education promotes social equality and is based upon the merits of individual students?
According to scholars Persell &. Cookson in their study of