Achieving equity and excellence: Using Bourdieu's concepts of Cultural Capital and Habitus to critically examine the poverty related attainment gap in Scotland
Paul Campbell
University of Glasgow/ Sha Tin Junior School, Hong Kong
I’m a Scottish Primary Teacher teaching at a Junior School in Hong Kong. Before that I taught in a large 3-18 school in Barcelona teaching Prep (4 and 5 year olds), and Grade 2. Previously, I was a Primary 5 teacher in a large primary school in East Renfrewshire, Scotland, a Grade 1 and 2 Literacy Teacher in Ballarat, Victoria, Australia and prior to that, Primary 3 teacher at a large primary school in North Lanarkshire, Scotland.My main interests are in Assessment, Curriculum, Leadership of Sustainable Change, Early Childhood Development, Teacher Professional Learning and Education Policy Development.I completed my B.Ed. in Primary Education and my M.Ed. in Education Studies both at the University of Strathclyde. I am now an Ed.D. student at the University of Glasgow and have explored Critical Reflection in Professional Learning and Practice, Education Policy, Educational Futures, and Ethics and Education, much of which was looking at inequalities in education. I’m now developing my Ed.D. thesis around the role of collaboration in the process of school and system development.I am co-coordinator of the Educational Leadership Network of the International Congress for School Effectiveness and Improvement (ICSEI), and sit on the International Committee of the International Professional Development Association (IPDA).I was an adviser and past Convenor of the Association of Teachers and Lecturers’ UK wide steering group for education policy and campaigns related to student and newly qualified teachers and the changing educational landscape (particularly technology for learning and approaches to curriculum).
Abstract
In Scotland, more than one in five children are living in poverty, affecting their health, educational attainment, future prospects and participation in society (Ellis & Sosu, 2014). Reay (2006) argues that social inequalities... [ view full abstract ]
In Scotland, more than one in five children are living in poverty, affecting their health, educational attainment, future prospects and participation in society (Ellis & Sosu, 2014). Reay (2006) argues that social inequalities stratified by social class are persistent and growing within the United Kingdom. While Beck (2004:19) contends that social class is a ‘zombie category’, or a label that offers insufficient parameters to look at social inequalities in our times, Reay (2006) argues that when looking at inequalities in our schooling system, class analysis is vital if we are to understand the influence of wider socio-economic influences on the schooling system and experience.
The work of Bourdieu offers conceptual frameworks that encourage us to critically analyse the foundations and structures of our social world and being, and question the rationality of our social forms of organisation, expectations and structures (Wacquant, 2008). While Sullivan (2002) argues that there is some ambiguity to Bourdieu’s theoretical work, the application of his concepts related to cultural participation and capital development can be useful in examining the detailed cultural factors, such as through ‘cultural capital’ and ‘habitus’ of individuals and communities, in class based inequalities that persist in education.
Ellis & Sosu’s (2014) analysis of attainment data in its various forms at different stages of education in Scotland highlight the existence, severity, perpetuation and persistence of social inequalities, particularly poverty related, in the attainment of children and young people in the school system in Scotland. Inequality in educational attainment goes on to have significant consequences for post compulsory education opportunities and employment (Scottish Government, 2016a).
In this paper, I critically examine the poverty related attainment gap in Scotland and work done to address it at different levels of the education system. I apply Bourdieu’s concepts of cultural capital and habitus to construct an understanding of why these gaps exist and persist, and what factors are perpetuating rather than tackling these unjust inequalities. I argue that the analysis presented in this paper emphasises the need to further question, critically examine and move beyond simply how we close the poverty related attainment gap, to examining how it exists, why it persists, and how the system of schooling and education as well as society more generally continues to perpetuate such inequalities, with the ultimate aim of finding a path to transform these in the pursuit of equity and social justice.
Authors
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Paul Campbell
(University of Glasgow/ Sha Tin Junior School, Hong Kong)
Topic Area
Practitioner Perspective
Session
S6E » Theatre Presentation (15:20 - Saturday, 7th July, Windsor 3)
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