ABSTRACT

It might be pertinent at the outset of this chapter to remind the reader what we mean by the functionalist perspective. The functionalist perspective takes it for granted that education plays an important part in the proper functioning of society. When it works well, education is seen as bringing benefi ts both to society as a whole and to individuals within that society, including economic development, social cohesion, and enhanced life chances for individuals. The problem, as seen from this perspective, is that these supposed benefi ts often do not materialise in the case of individuals and groups from poorer backgrounds, and this failure calls for explanation and intervention. This chapter examines some of the key ideas in the literature that are underpinned by this position. The ideas and key literatures are organised via a micro, meso, and macro focus as highlighted in Chapter 1. We also have examples of approaches and studies that integrate these levels of analysis.