Durkheim argued that education is an important part both of the socialization process, which transmits culture and values between generations, and in the production of a skilled labour force. Functionalists such as Parsons saw education systems as promoting meritocracy: social worth being determined by ability and effort, not birth. This view has been challenged by conflict theorists who emphasize the significance of education systems in supporting existing structures of inequality
66. Talcott Parsons about a central function of education.

Functionalists such as Parsons saw education systems as promoting meritocracy: social worth being determined by ability and effort, not birth. This view has been challenged by conflict theorists who emphasize the significance of education systems in supporting existing structures of inequality
67. Bowles and Gintis about the structure of schooling, based on a 'correspondence principle'.

Bowles and Gintis argued that schools operate on the correspondence principle: the structures of formal schooling correspond to the structures of workplaces in capitalist economies. Hence education via schooling is not a great leveller but a great divider. Illich focused on the hidden curriculum within compulsory schooling, including learning the dominant values of society and passive consumption. Instead, he argued for the de-schooling of society in order to promote a much broader experience of learning.
68. Education and cultural reproduction.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
Cultural reproduction is the transmission of existing cultural values and norms from generation to generation. Cultural reproduction refers to the mechanisms by which continuity of cultural experience is sustained across time. Cultural reproduction often results in social reproduction, or the process of transferring aspects of society from generation to generation.
69. The problems and perspectives of education in all post-communist states, including the Republic of Kazakhstan at the present stage.
70. Bourdieu about economic, social, cultural and symbolic capital.

Bourdieu’s perspective on forms of capital is an important development for the sociology of education. Cultural capital, which can be gained via the family and education, takes three forms: embodied, objectified and institutionalized. Recent studies in this vein have focused on the close relationship between families and education systems in the acquisition of cultural capital.

To situate people in social space, Bourdieu introduced his theory of capital. Bourdieu (1986) criticises the focus on monetary exchange and defines capital as ‘accumulated labor in particular, Bourdieu considers the amount and composition, and the evolution in the amount and composition of three forms of capital to determine an individual’s position in social space, that is, social, economic and cultural capital.

Bourdieu’s concept of social position is relational, in that people’s social position depends on their relationship to the position of others in social space. People with a similar amount and composition of the different forms of capital are closer together in social space, and this group of people consequently has the potential to become a social class.

Bourdieu never conducted research on health, but his capital theory can be applied to the study of health inequalities. Each of the forms of capital and the interplay between them, can in this respect be considered as important in acquiring or maintaining good health. The application of this framework has several merits. Bourdieu’s theory stresses the resources that people have and not the resources they lack, which makes it more a theory of privilege than a theory of inadequacy. In the following sections, we summarise the literature on the possible health effects of each form of capital. Our discussion of economic and social capital is limited, since a large amount of literature already exists on this subject. Instead, we pay particular attention to studies that examine the impact of cultural capital on health, an association that has received only scant attention thus far.

Economic capital refers to material assets that are ‘immediately and directly convertible into money and may be institutionalized in the form of property rights’

Economic capital includes all kinds of material resources (for example, financial resources, land or property ownership) that could be used to acquire or maintain better health.

71. Ethnicity, school exclusions and education.
Ethnicity and class remain significant factors in educational inequality. For example, taken as a whole, young people from ethnic minority groups are not underrepresented in British higher education, but this fact disguises large differences between ethnic groups. Young people from the Indian and Chinese communities have high participation rates whilst both men and women from black Caribbean groups and women from Bangladeshi and Pakistani communities are underrepresented. Social exclusion is linked to the process of exclusions from schools. Young men, especially young black men, are those most excluded from schools, possibly contributing to their lack of integration into broader social life. Wright’s studies of racism in the education system in the UK provide some evidence of racism operating in even primary school environments.

72. Institutional racism and the concept of ethnocentrism;

Institutional racism is distinguished from the explicit attitudes or racial bias of individuals by the existence of systematic policies or laws and practices that provide differential access to goods, services and opportunities of society by race. Institutional racism results in data showing racial gaps across every system. For children and families it affects where they live, the quality of the education they receive, their income, types of food they have access to, their exposure to pollutants, whether they have access to clean air, clean water or adequate medical treatment, and the types of interactions they have with the criminal justice system.
ethnocentrism is the act of judging another culture based on preconceptions that are found in values and standards of one's own culture. Ethnocentric behavior involves judging other groups relative to the preconceptions of one's own ethnic group or culture, especially regarding language, behavior, customs, and religion. These aspects or categories are distinctions that define each ethnicity's unique cultural identity.

William G. Sumner defined ethnocentrism as "the technical name for the view of things in which one's own group is the center of everything, and all others are scaled and rated with reference to it." He further characterized ethnocentrism as often leading to pride, vanity, belief in one's own group's superiority, and contempt for outsiders.These problems may occur from the dividing of societies into in-groups and out-groups.Ethnocentrism is explained in the social sciences and genetics. In anthropology, cultural relativism is used as an antithesis and antonym to ethnocentrism.