Tag Archives: cultural capital

The Role of Ethnicity in Admissions to Russell Group Universities

Steven Jonespost by STEVEN JONES
Senior Lecturer, Manchester Institute of Education, University of Manchester

Here’s an excerpt from a UCAS personal statement written recently by an applicant to a Russell Group university:

There are various times where I have been a team member such as in hockey, this is where we have to understand our team member’s strengths and weaknesses to evaluate best positions, it makes us understand that one’s ability may be skilful but can always be tackled by two. We had to quickly judge aspects; we also understood how goals and motivation can go through team members, as high motivation can motivate another.

Continue reading The Role of Ethnicity in Admissions to Russell Group Universities

Literature, Education and Socio-Cultural Representation: Refocusing the Debate

Chelsea Swiftpost by CHELSEA SWIFT
Doctoral Researcher, University of York

Dominant ideas about culture and literateness, advocated by the likes of Matthew Arnold and F.R. Leavis, have been reflected in much educational and political discussion since the late 19th Century. During this period, there has been a shift in emphasis from the act of reading itself to a focus on what is being read, resulting in increasingly narrower notions of what it is to be literate, cultured and educated (Williams, 1976; Milner, 2005). These beliefs about what reading is and what it is to be a reader are the only criteria many young people have to judge their own literary and cultural lives. Continue reading Literature, Education and Socio-Cultural Representation: Refocusing the Debate

Parent – School Relationships and Social In/Justice: Problems and Possibilities

Gill Crozierpost by GILL CROZIER

University of Roehampton

In Britain neo-liberal education policies have driven ‘parental involvement’ behaviours beyond merely checking the children’s homework or hearing them read. Parents have become essential to the operationalization of the education market. Parents have been induced or seduced to engage in the choice processes for their children’s schools. Parents now expect to have a choice of school for their child and have a right to meaningful involvement in their child’s school. They have been led to believe that these actions will enhance their child’s educational experience. Continue reading Parent – School Relationships and Social In/Justice: Problems and Possibilities