by John Amy | Mar 17, 2014 | Class and Education 2
Keddie’s research on the school curriculum shows how dominant groups have the power to define what counts as high status knowledge. She calls this the ‘stratification of knowledge’. High status knowledge tends to be theoretical rather than practical knowledge and...
by John Amy | Mar 17, 2014 | Class and Education 2
Labelling involves attaching a meaning or definition to someone e.g. ‘thick’. The self-fulfilling prophecy is a prediction that comes true simply by virtue of it having been made e.g. the pupil labeled ‘thick’ internalizes the label and underachieves. Labelling theory...
by John Amy | Mar 17, 2014 | Class and Education 1
Working in groups of about 5 students, each member of the group should investigate a different website from the following list. Find out about the school – for example, the cost of fees (and ‘extras’); how to gain admission; school facilities and sport, arts and...
by John Amy | Mar 17, 2014 | Class and Education 1
Refer to Sugarman’s account of working class subculture on page 95. Read the following statement and identify how Sugarman’s four key features of working-class subculture are illustrated. There are more than you think! ‘I might be under a bus tomorrow, so what’s the...
by John Amy | Mar 17, 2014 | Class and Education 1
Two indicators that are often used to measure class differences in achievement are whether children have free school meals and the proportion of working class pupils in higher education. Free School Meals Whether children have free school meals is often used as a...
by John Amy | Mar 17, 2014 | Class and Education 1
In pairs, study the list below and discuss which are examples of cultural capital and which are examples of economic capital. Put them into two lists and add two more examples of your own to each list. Finally, summarise what is the difference between the two. Parents...
