Rueda, R., Monzó, L. D. and Arzubiaga, A. (2003, September 16). Academic instrumental knowledge: Deconstructing cultural capital theory for strategic intervention approaches. Current Issues in Education [On-line], 6(14). Available:http://cie.ed.asu.edu/volume6/number14/
"Cultural Capital: A Theory of Structural Inequalities"
The chapter discusses the forms and roles of capital in society--that being "the wealth out of which more wealth comes." Cultural capital is distinguished as cultural wells of knowledge connected to cultural background. The biggest claim that is made, citing Bourdieu, is that in differentiation schools not only contribute to but also exacerbate inequalities in social capital. This is performed by grouping by ability, especially in early education. Students that have been fortunate enough to be prepared by their family to meet the expectations of teachers and schools are set often set on a more advanced academic track. This differentiation, perceived to those differentiators to be based on skill, sets groups apart and contribute inequality in opportunities, resources, and expectations. Those "advanced" students are then have more of a chance to become successful in their lives and in turn impart the lessons from their experiences onto their children allowing the "advanced" to be further advanced.
The usage of "structural inequalities" in the subtitle is very appropriate to the cyclical consequences. This tragedy of differentiation is something that I can attest to from my own experience. Students that have strong guided support from home usually perform higher and in turn are rewarded. The struggle for sensible teaching then lies in providing an equal playing field for all students. Does the answer lie in some greater role of teachers mimicking that of parents? I'm not sure--but I am sure that the current system of differentiation seems to lack foresight.
I agree with you - and disagree with you. It IS true that students that come from homes with a higher cultural capital will therefore have parents that will push their children and encourage them to study, etc. However, there are students who have parents who are not supportive of their education, yet, these students harbor their own personal drive to succeed which propels them forward. It is this belief in self motivation and personal drive that makes me believe whole heartedly in the public school system. I believe that students can succeed and achieve their aspirations regardless of whether they graduated from a public or a private school.
ReplyDeleteI agree that the current system of differentiation often results in a somewhat noticeable status difference among the students and should be questioned.
ReplyDeleteIt is not a case of public versus private. It is a case of whether the parents are able to prepare their students to meet the expectations for academic success. An example I can draw from my own experience was that my parents didn't know anything about the SAT, financial aid, or college applications. It was when I had support from teachers and other extra-family figures that I was prepared to address these challenges.
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