Index
Working-Class Schooling in Post-Industrial Britain
ISBN: 978-1-80043-469-1, eISBN: 978-1-80043-468-4
Publication date: 30 March 2022
Citation
McInch, A. (2022), "Index", Working-Class Schooling in Post-Industrial Britain (Emerald Studies in the Sociology of Education), Emerald Publishing Limited, Leeds, pp. 153-156. https://doi.org/10.1108/978-1-80043-468-420221009
Publisher
:Emerald Publishing Limited
Copyright © 2022 Alex McInch. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academics, 2–3
‘Ad hoc’ data, 3
Aesthetics, 19
Aimhigher campaign, 36, 38–39
Aimhigher Scheme, 39–40
Allodoxa
, 21, 105–106
‘Back-stage’ regions, 133
Banding disparity, 95–96
Beachside Comprehensive
, 52–53
Black and Minority Ethnic Groupings (BAME), 2–3
Bodily capital, 22
Bourdieu’s tools, 55
Breakfast Club, 89–90
British Broadcasting Corporation (BBC), 14
British education system, 1, 29, 66
British Telecom (BT), 111–112
Butler Education Act (1944), 29
Capital, 6–7, 21, 23, 123, 125
Case-study methodology, 64
Central Advisory Council for Education (CACE), 30
Central Advisory Councils, 30–31
Chicago School, 64
‘Cloning the Blairs’, 27–28
Colonization, 49
Compensatory education, 5–6
Compensatory educational policies, 39–43
Compliance, 49
Conatus
, 6–7, 21
Concerted cultivation, 27–28
Connexions, 36
Conservative Council, 87
Contemporary ethnography, historical anthropology to, 64–65
Controlled assessments, 71–72
Criminal Records Bureau (CRB), 81–82
Cultural capital, 22, 117, 120
Cymroth initiative, 40
Department for Education and Skills (DfES), 36
Disclosure and Barring Service (DBS), 81–82
Domestic situations, 115–117
Doxa
, 21, 105
Education, 129
system in England and Wales, 5–6
Education Act (1906), 11
Education Act (1980), 32
Education Act (1986), 30–31
Education Action Zones (EAZs), 39–41
Education Maintenance Allowance, 39–40
Education Priority Area programme (EPA programme), 39
Education Reform Act (1988), 28, 33
Educational devolution, 33–34
Educational dispositions, 109–112
Educational Maintenance Allowance (EMA), 43–44, 52
Educational policymakers, 131–132
Educational reform, 52–53
in United Kingdom, 5–6
Elaborated Code, 53–54
Embodied cultural capital, 22
‘Emergent service worker’ grouping, 15
English educational system, 1
Ethnographic research methodologies, 64
Ethnographic setting and gaining access, 67–68
Ethnographic study, 129
Excellence in Cities programme (EIC programme), 39–42
Extracurricular support, 114–115
Field, 20–21
Fieldwork, 133
Formal education system, 1
Frames of reference (FOR), 53
Free School Meals (eFSM), 2–3, 11, 102–103
allocations, 67
validity, 11–12
Freemasons, 23–24
‘Future of Higher Education’, The, 36
Ghetto, 64
Grange Hill
characters, 88–89
data analysis, 84–85
data collection, 75–76
documentary/visual sources, 78
Educational Field, 87
ethics, 78–82
ethnographic data, 83–84
ethnographic setting and gaining access, 67–68
exit strategy, 82–83
field relations, 74–75
High School, 63
historical anthropology to contemporary ethnography, 64–65
inconsistent teaching attitudes, 96–99
interviews as conversations, 77–78
money, 89–91
observational field notes, 76–77
‘parenting’ parents, 99–100
philosophical thoughts, 65–66
poor planning and strategy, 91–94
preparing for field, 66–67
pupil ability and banding disparity, 95–96
researcher, 68–71
school, 71–74
working in silos, 100–102
Habitus, 6–7, 17, 19, 120
Habitus-field-capital, 129–130
Habitus-in-action, 19
Higher education (HE), 58, 62, 87
Higher Education Act (2004), 36
Higher Education Institution (HEI), 5–6
Hightown Grammar
, 50
Historical anthropology to contemporary ethnography, 64–65
Homo Academicus (1988), 24
Hysteresis, 20–21, 104–105
Illusio
, 20–21, 103, 121
Implicit inculcation, 24
Inconsistent teaching attitudes, 96–99
Information and Communication Technology (ICT), 95–97
Ingratiation, 49
Inner city schools, 56–57
Institutionalised cultural capital, 22, 125
Interest. See Illusio
Intransigence, 49
Joseph Rowntree Foundation, 27–28
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Capital, 6–7, 21, 23, 123, 125
Case-study methodology, 64
Central Advisory Council for Education (CACE), 30
Central Advisory Councils, 30–31
Chicago School, 64
‘Cloning the Blairs’, 27–28
Colonization, 49
Compensatory education, 5–6
Compensatory educational policies, 39–43
Compliance, 49
Conatus
, 6–7, 21
Concerted cultivation, 27–28
Connexions, 36
Conservative Council, 87
Contemporary ethnography, historical anthropology to, 64–65
Controlled assessments, 71–72
Criminal Records Bureau (CRB), 81–82
Cultural capital, 22, 117, 120
Cymroth initiative, 40
Department for Education and Skills (DfES), 36
Disclosure and Barring Service (DBS), 81–82
Domestic situations, 115–117
Doxa
, 21, 105
Education, 129
system in England and Wales, 5–6
Education Act (1906), 11
Education Act (1980), 32
Education Act (1986), 30–31
Education Action Zones (EAZs), 39–41
Education Maintenance Allowance, 39–40
Education Priority Area programme (EPA programme), 39
Education Reform Act (1988), 28, 33
Educational devolution, 33–34
Educational dispositions, 109–112
Educational Maintenance Allowance (EMA), 43–44, 52
Educational policymakers, 131–132
Educational reform, 52–53
in United Kingdom, 5–6
Elaborated Code, 53–54
Embodied cultural capital, 22
‘Emergent service worker’ grouping, 15
English educational system, 1
Ethnographic research methodologies, 64
Ethnographic setting and gaining access, 67–68
Ethnographic study, 129
Excellence in Cities programme (EIC programme), 39–42
Extracurricular support, 114–115
Field, 20–21
Fieldwork, 133
Formal education system, 1
Frames of reference (FOR), 53
Free School Meals (eFSM), 2–3, 11, 102–103
allocations, 67
validity, 11–12
Freemasons, 23–24
‘Future of Higher Education’, The, 36
Ghetto, 64
Grange Hill
characters, 88–89
data analysis, 84–85
data collection, 75–76
documentary/visual sources, 78
Educational Field, 87
ethics, 78–82
ethnographic data, 83–84
ethnographic setting and gaining access, 67–68
exit strategy, 82–83
field relations, 74–75
High School, 63
historical anthropology to contemporary ethnography, 64–65
inconsistent teaching attitudes, 96–99
interviews as conversations, 77–78
money, 89–91
observational field notes, 76–77
‘parenting’ parents, 99–100
philosophical thoughts, 65–66
poor planning and strategy, 91–94
preparing for field, 66–67
pupil ability and banding disparity, 95–96
researcher, 68–71
school, 71–74
working in silos, 100–102
Habitus, 6–7, 17, 19, 120
Habitus-field-capital, 129–130
Habitus-in-action, 19
Higher education (HE), 58, 62, 87
Higher Education Act (2004), 36
Higher Education Institution (HEI), 5–6
Hightown Grammar
, 50
Historical anthropology to contemporary ethnography, 64–65
Homo Academicus (1988), 24
Hysteresis, 20–21, 104–105
Illusio
, 20–21, 103, 121
Implicit inculcation, 24
Inconsistent teaching attitudes, 96–99
Information and Communication Technology (ICT), 95–97
Ingratiation, 49
Inner city schools, 56–57
Institutionalised cultural capital, 22, 125
Interest. See Illusio
Intransigence, 49
Joseph Rowntree Foundation, 27–28
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Education, 129
system in England and Wales, 5–6
Education Act (1906), 11
Education Act (1980), 32
Education Act (1986), 30–31
Education Action Zones (EAZs), 39–41
Education Maintenance Allowance, 39–40
Education Priority Area programme (EPA programme), 39
Education Reform Act (1988), 28, 33
Educational devolution, 33–34
Educational dispositions, 109–112
Educational Maintenance Allowance (EMA), 43–44, 52
Educational policymakers, 131–132
Educational reform, 52–53
in United Kingdom, 5–6
Elaborated Code, 53–54
Embodied cultural capital, 22
‘Emergent service worker’ grouping, 15
English educational system, 1
Ethnographic research methodologies, 64
Ethnographic setting and gaining access, 67–68
Ethnographic study, 129
Excellence in Cities programme (EIC programme), 39–42
Extracurricular support, 114–115
Field, 20–21
Fieldwork, 133
Formal education system, 1
Frames of reference (FOR), 53
Free School Meals (eFSM), 2–3, 11, 102–103
allocations, 67
validity, 11–12
Freemasons, 23–24
‘Future of Higher Education’, The, 36
Ghetto, 64
Grange Hill
characters, 88–89
data analysis, 84–85
data collection, 75–76
documentary/visual sources, 78
Educational Field, 87
ethics, 78–82
ethnographic data, 83–84
ethnographic setting and gaining access, 67–68
exit strategy, 82–83
field relations, 74–75
High School, 63
historical anthropology to contemporary ethnography, 64–65
inconsistent teaching attitudes, 96–99
interviews as conversations, 77–78
money, 89–91
observational field notes, 76–77
‘parenting’ parents, 99–100
philosophical thoughts, 65–66
poor planning and strategy, 91–94
preparing for field, 66–67
pupil ability and banding disparity, 95–96
researcher, 68–71
school, 71–74
working in silos, 100–102
Habitus, 6–7, 17, 19, 120
Habitus-field-capital, 129–130
Habitus-in-action, 19
Higher education (HE), 58, 62, 87
Higher Education Act (2004), 36
Higher Education Institution (HEI), 5–6
Hightown Grammar
, 50
Historical anthropology to contemporary ethnography, 64–65
Homo Academicus (1988), 24
Hysteresis, 20–21, 104–105
Illusio
, 20–21, 103, 121
Implicit inculcation, 24
Inconsistent teaching attitudes, 96–99
Information and Communication Technology (ICT), 95–97
Ingratiation, 49
Inner city schools, 56–57
Institutionalised cultural capital, 22, 125
Interest. See Illusio
Intransigence, 49
Joseph Rowntree Foundation, 27–28
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Ghetto, 64
Grange Hill
characters, 88–89
data analysis, 84–85
data collection, 75–76
documentary/visual sources, 78
Educational Field, 87
ethics, 78–82
ethnographic data, 83–84
ethnographic setting and gaining access, 67–68
exit strategy, 82–83
field relations, 74–75
High School, 63
historical anthropology to contemporary ethnography, 64–65
inconsistent teaching attitudes, 96–99
interviews as conversations, 77–78
money, 89–91
observational field notes, 76–77
‘parenting’ parents, 99–100
philosophical thoughts, 65–66
poor planning and strategy, 91–94
preparing for field, 66–67
pupil ability and banding disparity, 95–96
researcher, 68–71
school, 71–74
working in silos, 100–102
Habitus, 6–7, 17, 19, 120
Habitus-field-capital, 129–130
Habitus-in-action, 19
Higher education (HE), 58, 62, 87
Higher Education Act (2004), 36
Higher Education Institution (HEI), 5–6
Hightown Grammar
, 50
Historical anthropology to contemporary ethnography, 64–65
Homo Academicus (1988), 24
Hysteresis, 20–21, 104–105
Illusio
, 20–21, 103, 121
Implicit inculcation, 24
Inconsistent teaching attitudes, 96–99
Information and Communication Technology (ICT), 95–97
Ingratiation, 49
Inner city schools, 56–57
Institutionalised cultural capital, 22, 125
Interest. See Illusio
Intransigence, 49
Joseph Rowntree Foundation, 27–28
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Illusio
, 20–21, 103, 121
Implicit inculcation, 24
Inconsistent teaching attitudes, 96–99
Information and Communication Technology (ICT), 95–97
Ingratiation, 49
Inner city schools, 56–57
Institutionalised cultural capital, 22, 125
Interest. See Illusio
Intransigence, 49
Joseph Rowntree Foundation, 27–28
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Labour Force Survey, 38
Labour Government, 31, 43–44
Labour Party, 33–34
Learning Country, 33–34
Learning to Labour
, 51
Local Education Authority (LEA), 32–33, 40–43, 99
Looked after children (LAC), 129–130
Making of the English Working Class, The
, 13
Maleness, 57
Marxist theoretical framework, 51
Masculine Domination (Bourdieu), 19
Middle-classes, 30
Myth of meritocracy, 1
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Narrative, 6
National Assembly for Wales, 33–34
National banding system, 34
National Curriculum (NC), 33
‘New-Right’ Conservative government, 32
Nomos (principles), 20
Non-entrants, 35–36
Not in Education, Employment or Training (NEET), 30
O-levels, 52–53
Office for Fair Access (OFFA), 36
Office for National Statistics (ONS), 1, 10–11
ONS-SEC Analytic Classes Nested Version, 10
Operation Headstart, 39–40
Opportunism, 49
Organisation for Economic Co-operation and Development (OECD), 33–34
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Parent and Teacher Association (PTA), 109
Parental involvement, 56–58
‘Parenting’ parents, 99–100
Pedagogic action, 121–122
Personal networks, 68
Plowden Report, 5–6, 30–31
Policies, 28
Poor planning and strategy, 91–94
Poverty Action Group (PAG), 10–11
Private schooling, 1
Pupil ability, 95–96
Pupil Deprivation Grant (PDG), 102–103
Pupil deprivation grant, 45, 91
Pupil habitus and capital at Grange Hill
capital, 123–125
cultural vs. social capital, 117, 120, 125–126
domestic situations, 115–117
educational dispositions, 109–112
extracurricular support, 114–115
meet parents, 107–109
tuition fees, 112–114
Pupil interaction studies, 53
Pupil premium, 45
‘Pupil-centred’ pedagogies, 30–31
Quasi-market in education, 3
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Reaching Wider
, 38–39
Rebellion, 49
Research problems, 4
Restricted Code, 53–54
Retreatist, 49
Ritualist, 49
Robbins Principle, 31–32
Robbins Report, 31–32
‘Rosenthal’ effect, 50
Russell Group Institutions, 36
School, 47–53
Secondary education, 56–58
Secondary educational system, 23–24
Senior Leadership Team (SLT), 67–68, 131
Seven-class model, 16
Silos, working in, 100–102
Social capital, 23, 117, 120, 125–126
Social class, 1, 5, 9, 56, 58, 62
Bourdieu’s tools in action, 23–25
capital, 21–23
field, 20–21
groupings, 15–16
habitus, 17–19
official measures of social class in United Kingdom, 9–12
reconceptualising, 12–17
Social commentators, 17
Social Relations in a Secondary School
, 47–48
Sociological analysis, 4
Sociology of Education in UK, 47
social class, parental involvement and secondary education, 56–58
social class and higher education, 58–62
working class underachievement and school, 47–53
working-class educational identity, 53–55
Special Educational Needs (SEN), 71
Special Educational Needs Coordinator (SENCO), 88
Staff/pupil interactions in schools, 50
Standard Attainment Tests (SATs), 33
State Nobility, The (1998), 24
‘Street corner society’ analysis, 64
SureStart, 39–40
Symbolic interactionism, 65–66
Symbolic violence, 6, 20–21, 23–24, 104
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Teaching and Higher Education Act (1998), 35
Teaching and Learning Responsibilities (TLRs), 92
Teaching Assistants (TAs), 69–70, 73–74
Teaching Excellence Framework (TEF), 34–35
Tuition fees, 112–114
UK education system, 2
UK Educational Policy Context
compensatory educational policies, 39–43
educational devolution, 33–34
EMA, 43–44
historical landscape of UK Education Legislation and Policy, 28–33
pupil premium and pupil deprivation grant, 45
UK Higher Education Policy, 34–36
widening participation in UK Higher Education, 36–38
widening participation in Welsh Higher Education Policy, 38–39
UK-wide Arts and Humanities Research Council, 36
Underachievement process, 50
United Kingdom, official measures of social class in, 9–12
University and Colleges Union (UCU), 34–35
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
Welsh Government, 33–34, 89
Welsh Higher Education Policy, widening participation in, 38–39
‘Whole-of-education’ approach, 38
Widening participation
in UK Higher Education, 36–38
in Welsh Higher Education Policy, 38–39
Working-class
educational identity, 53–55
habitus, 130–131
parents, 56
pupil rejection of school system, 51
pupils, 6–7, 17, 129–130
students, 6
underachievement, 4, 47–53
- Prelims
- Chapter 1 Introduction – The Research Problem
- Chapter 2 Why Social Class Has Always Mattered: A (Re)Conceptualisation
- Chapter 3 Developments in the UK Educational Policy Context
- Chapter 4 Sociology of Education in the UK
- Chapter 5 The Research Site: Grange Hill
- Chapter 6 The Grange Hill Educational Field
- Chapter 7 Pupil Habitus and Capital at Grange Hill
- Chapter 8 Conclusions
- References
- Index