Inequality Can Be Portrayed Through Various Aspects Of Diversity: Sociology Assignment, UCC, Ireland

Inequality can be portrayed through various aspects of diversity; through social class, gender, ethnicity, and disability (Giddens,2008). In the educational sphere, it can be recognized that some may not fully benefit from education and therefore may benefit from additional supports. However, it cannot be denied that schools are a place where inequality can be easily present.

This author is particularly going to focus on the inequality of social class in our education system as it causes particular interest. Most of the discussion about equality in education is central to equalizing access and participation within different levels of formal education for different social groups (Lynch,2005). Karl Marx is the father of social conflict theory which focuses on the inequalities among classes in society and it also highlights that society is therefore at a macro level (Farelly,2016). Marx was concerned that most changes in society were bound to capitalism. He believed that it alienated people from each other and its structures reduce human freedom. Bourdieu was a theorist who was influenced by Marx’s view on capitalism and his studies are key to understand the social inequality in education. (Farrelly,2016)

Central to Bourdieu’s theory is that of power in society, he believes that the most powerful in society is that of the upper class and that social order remains across generations. According to Bourdieu, the education systems of industrialized societies function in order to legitimize class inequalities. It is believed that success in the education system is directed by cultural capital and that of higher class habitus. Lower-class students are believed to not have these traits, so the failure of these pupils is inevitable (Lynch& Baker,2005).

However, abilities are differently established across classes due to differences in culture, work, and lifestyle. Oral traditions are much stronger in some cultures and classes, while written language is prioritized in others. Bernstein 1971, Labov 1972 argues that the codes of the upper classes are prioritized over the codes of those of working-class students. Bernstein also highlights that these are defined as failures or lacking in intelligence due to the way they view the world.

Bourdieu and Paterson, 1977 supported Bernstein and Labov by acknowledging that students from low-socioeconomic backgrounds are instructed to work through these linguistic approaches that schools require (Lynch&Baker,2005, pg.11). Similarly, Gardner says that these differences “challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Therefore, the theories of Bourdieu and Bernstein can ultimately influence policy and practice in schools as it outlines the inequality among classes in our system.

Furthermore, a central aim of our primary school curriculum is to ensure the equality of opportunity for all students participating in our formal schooling. This can especially be seen in DEIS (Delivering Equality of Opportunity in Schools) as it was set up in order to ensure that the educational needs of children from disadvantaged communities were being met (DEIS, 2005). The curriculum sets out guidelines that allow the teacher to cater to all children’s learning needs can be addressed.

It also provides support in both physical and human resources. Furthermore, as Giddens outlines that stereotyping expectations of gender roles can greatly prohibit the child’s learning therefore, as addressed in the curriculum that it is crucial that classroom planning is across the different sexes’ is equal ‘It is important that school and classroom planning ensure an equal educational experience for both boys and girls and that teachers are consistently aware of their own expectations and assumptions in the day-to-day life of the classroom’(NCCA,1999,pg. 28). It is evident that the equality of opportunity for all is outlined in the curriculum.