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dc.contributor.authorConnolly, Steve M.
dc.contributor.authorBates, Gareth
dc.contributor.illustrator
dc.date.accessioned2022-12-06T09:39:16Z
dc.date.available2024-06-05T00:00:00Z
dc.date.available2022-12-06T09:39:16Z
dc.date.issued2022-12-29
dc.identifier.citationConnolly S, Bates G. (2022) 'Different people, different backgrounds, different identities’: filling the vacuum created by policy views of ‘cultural capital’', The Curriculum Journal, 34 (3), pp.505-520.en_US
dc.identifier.issn0958-5176
dc.identifier.doi10.1002/curj.198
dc.identifier.urihttp://hdl.handle.net/10547/625597
dc.description.abstractThe notion of cultural capital, defined in its Arnoldian sense, of “the best that has been thought and said”, has been at the centre of the England’s education policy for the last five years. While it is clear that this version of cultural capital – different from the sense in which it was used by Pierre Bourdieu, who popularised the term – has been deployed to valorise certain types of social, educational and cultural knowledge, it is not clear at all what use teachers make of the term or indeed, how they view it. This article presents data from an evaluation of a programme for disadvantaged students in English primary and secondary schools that sought to make a focus on cultural capital, and tries to assess how teachers perceive and use the term. The article posits that teachers see exhortations to accumulate cultural capital as part of their role, but in much broader terms than the government does, and that they seek to fill the “vacuum” created by the current policy perspective on cultural capital.en_US
dc.description.sponsorshipThe data was collected as part of the RADY project evaluationen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.urlhttps://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/curj.198
dc.rights
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecteducational policyen_US
dc.subjectteachersen_US
dc.subjectresistanceen_US
dc.subjectSubject Categories::L433 Education Policyen_US
dc.titleDifferent people, different backgrounds, different identities’: filling the vacuum created by policy views of ‘cultural capital’en_US
dc.typeArticleen_US
dc.identifier.eissn1469-3704
dc.identifier.journalThe Curriculum Journalen_US
dc.date.updated2022-12-06T09:36:40Z
dc.description.note18m embargo https://v2.sherpa.ac.uk/id/publication/5147
refterms.dateFOA2023-02-03T10:10:04Z


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