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Symbolic Interaction

2031 Words9 Pages

The key concepts that I will be focusing are symbolic interaction and its premises, discuss conflict theory and its argument in regards to the reproduction of culture and class. I will also briefly explain how the reproduction of the dominant class promote the view that people are constrained by the social structure and finally explain in detail, how the dialectal relationship between the two perspectives of structure and agency. Symbolic interaction explains the individual in society and their interaction with others, and through that it can explain social order (Blumer, 1969). Mead believed that development of an individual is a social process (Blumer, 1969). Also to define symbolic interaction it can be said that “the position of symbolic …show more content…

Those children bear children who they put through university for them to also acquire tertiary qualifications for better life chances. The norm in this family is every child has to go to school to get a degree, every child is born to that norm in that family then the culture is passed on from generation to generation. The concept of education as an agent of cultural reproduction may be argued to be more explained by what is known to be the hidden, (which refers to the knowledge which is gained in both primary and secondary school settings, usually with a negative connotation where the school strives and believes in equal development *reference. Hidden curriculum then goes on to reinforce already existing social inequalities by teaching learners according to their class and social status within the society) (Haralambos, …show more content…

Also the families’ attitudes and its value for education affects the school education of a child. In most cases, families with higher social status tend to put their children through pre-primary and crèche before having them enter their grade schooling (Ezewu, 1938). These families, encourage education and are “programmed” in a way to value school where the parents would bend over backwards to make sure that their child has everything that they need for school, and does not interrupt their schooling life (Ezewu, 1938). “The value in which each family attaches to school education determines the motivation with which its children pursue such education” (Ezewu, 1938, p.

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