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The assignment is a 3000-word essay concerning a critical issue in education (such as Gender, culture, etc…), you may choose one from the files. (Examples will be provided).NOTES:1- Do not use AI.2- use at least 10-15 high quality References. 3- the information provided must be related to Education.
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Critical Issues in Education
Session: Education and Inequality
Dr. Siqi Zhang ([email protected])
09/11/2023
Overview
• Defining social inequality
• Different Types of Inequality
• Cultural Capital and Educational Inequality
• Intersectional inequality
• Education inequality in Scottish context
• Finnish Lessons: What Can the World Learn from Educational Change in
Finland?
• Reflection of Essential Reading/the session this week
• Reflecting intersectional inequality : Example of International Student
Experience
Defining Inequality
Nancy Fraser
Social class
structure
American critical theorist / feminist
Inequality
due to…
status order
identity
wealth
Fraser (1998)
‘The unequal distribution of opportunities, rewards and power among and
between individuals, households and groups…’
Recognition (identity)
(Fraser, 1998)
• Race
• Gender
• Physical disability
• Mental disability
• Religion
• Sexual orientation
•…
Different Types of Inequality
• Income
• Occupation
• Social Class
• Gender
• Disability
• Regional Difference
• Age
• Race
• Ethnicity
• Health
•…
Cultural Capital and Educational Inequality
Pierre Bourdieu (1984), French Sociologist
– Cultural capital refers to the collection of symbolic
elements such as skills, tastes, posture, clothing,
mannerisms, material belongings, credentials, etc.
that one acquires through being part of a particular
social class
– Cultural capital can be regarded as a way to explain
how power in society was transferred and social
classes maintained.
Cultural Capital and Educational Inequality
Cultural Capital theory (Bourdieu, 1977)
• Cultural capital: familiarity with the dominant culture in society ‘widely
shared, high status cultural signals (attitudes, preferences, formal knowledge,
behaviors, goods and credentials) used for social and cultural exclusion’
(Lamont and Lareau, 1988, p. 156)
• Differentiation between embodied (e.g. accent or dialect), objectified (e.g.
record collection) and institutionalised (e.g. degree from Oxbridge) cultural
capital
• Possession of cultural capital varies by social class
Discussion
1. What types of inequality exist in
your country?
2. What is the dominant inequality
in your society?
3. How inequality relate to
education?
Unequal Assess to Education? Case of University of
Cambridge/Oxford
• BBC Documentary《56UP》
https://www.bbc.co.uk/news/education-46470838
Up series:
Documentary film follows the lives of ten
males and four females in England beginning
in 1964, when they were seven years old.
The first film was titled Seven Up, with later
films adjusting the number in the title to
match the age of the subjects at the time of
filming.
The documentary has had 10 episodes —one
every seven years.
The Great British class calculator
‘Traditional British social divisions of upper, middle and working class seem out of date in the 21st Century,
no longer reflecting modern occupations or lifestyles
The BBC teamed up with sociologists from leading universities to analyse the modern British class system. They
surveyed more than 161,000 people and came up with a new model made up of seven groups. To find out where
you fit in use this calculator below.
Tell us about you’/’
https://www.bbc.co.uk/news/special/2013/newsspec_5093/index.stm
X2909
Globalisation,
Society and
Education
Policy
Discussion of intersectional
inequality
1. In a context where you have
either studied or taught, what
were the intersections that
mattered most?
2. What intersections were likely
to lead to greater exclusion?
Scottish Government
2016
https://www.gov.scot/binaries/con
tent/documents/govscot/publicati
ons/strategyplan/2016/06/deliveringexcellence-equity-scottisheducation-delivery-planscotland/documents/00502222pdf/00502222pdf/govscot%3Adocument/005022
22.pdf
• ‘Who you are in Scotland is far more important than
what school you attend, so far as achievement
differences on international tests are concerned.
• Socio-economic status is the most important
difference between individuals. Family cultural capital,
life-style, and aspirations influence student outcomes
through the nature of the cognitive and cultural
demands of the curriculum, teacher values, the
programme emphasis in schools, and peer effects.’
(OECD, 2007: 15)
• The OECD (2007) believes that variations in school
standards in Scotland do not have the same level of
impact on a student’s overall achievement, but socioeconomic deprivation in a student’s family
background does
Scottish Attainment Challenge
• Scottish Attainment Challenge (2015) is underpinned by The
National Improvement Framework, Curriculum for Excellence and
Getting it Right for Every Child.
The attainment gap
• The Scottish education system works for most children and young
people, who make good progress in their learning. However, there
is still a gap between the progress which is made between those
living in Scotland’s least and most deprived areas.
Scottish Attainment
Challenge
• Many children and young people living in our most deprived
communities do significantly worse at all levels of the education
system than those from least deprived communities. This is often
referred to as the ‘attainment gap’.
• Schools that can make a positive contribution to a child who is
disadvantaged. There are several significant principles that undergird
a successful school’s ability to motivate a child to learn — to be
‘confident, successful, responsible and effective’ individuals
(Curriculum for Excellence, 2003).
Discussion
1) How do education policies in your home
country tackle social inequality?
2) What are the strategies you think to
achieve equality in education in your country?
3) What are some of the challenges in
promoting inequality in education?
Pasi Sahlberg – Finnish Lessons:
What Can the World Learn from
Educational Change in Finland?
Pasi Sahlberg, professor at the University of
Melborne
His work Finnish Lessons: What can the world
learn from educational change in Finland? won
the Grawemeyer Award in 2013
Reflection of Essential Reading this week:
Think first for yourself, then discuss with a partner:
• What you learned from this paper?
• One thing you liked from essential reading.
• One thing from this session that links to what we did in previous
weeks.
Reflecting intersectional inequality :
Example of International student experience
• Rationale:
Why research Chinese women international students?
• Conceptualisations:
gender as embodied cultural capital
field-specific distinction
Intersetionality of gender and social class
• The study
– Semi-structured Interviews
– Participant Observation
Zhang, S. & Xu, C. L. (2020). ‘The Making of Transnational Distinction: an Embodied Cultural Capital
Perspective on Chinese Women Students’ Mobility’, British Journal of Sociology of Education, vol: 41,
no.8: 1251-1267. https://doi.org/10.1080/01425692.2020.1804836
Why research Chinese women international students?
• one-child policy → urban Chinese middle-class young women’s drastically rising
transnational education mobility (Kajanus 2015a);
• more than 60% of the international Chinese students in Britain were female Chinese
students
• Harsh gendered expectations in labour market (Kajanus 2015a, Martin, 2017) &
‘western degree inflation’ phenomenon in China (Tu and Nehring 2019) → challenges
assumed distinction in transnational student mobility (Xu 2018a; Xu 2018b)
• Extant research focuses on institutionalised social and cultural capital of transnational
students (Brooks, Waters and Pimlott-Wilson 2013; Waters and Leung 2013)
VS
• the less visible embodied cultural capital, which manifests through a set of acquired
socialised bodies, tastes and mental dispositions (Bourdieu 1986), has been somewhat
neglected.
Research Aim:
1. How cultural capital, gender and family involvement impact Chinese female
students’ aspirations of studying in the UK?
2. How does transnational student mobility from China to the UK still bestow
these women students ‘distinction’ against the backdrop of ‘Western
degree inflation’ in China’s labour market?
3. When Chinese women students claim distinction from gaining a UK degree,
what is the significance of such transnational student flows that result from
such a search for distinction?
The adoption of Bourdieu (1984)’s concept of ‘distinction and cultural
capital’:
— Gender dimension of distinction, perceived transnational distinction
—- We conceptualise disposition of mind and global cultural taste as two kinds
of embodied cultural capital, which we unify as a global identity and these act
as distinction markers (Bourdieu 1984, 1986; Tindal et al 2015).
— field-specific distinction (that distinction is achieved depending on features
of specific fields that these students are embedded in)
—- Capital: Embodied cultural capital, Gendered dispositions act as an
important kind of cultural capital—embodied cultural capital (McCall, 1992:
843)
The Study
• a British university as a site of investigation
• Participant observations and informal chats in many social activities on/off
campus between November 2015 and November 2016.
• Semi-structured interviews were conducted with 25 participants during the
fieldwork.
• Among the interview participants, 5 students were undergraduates, 11 were
taught masters, and the other 9 students were doing PhD degrees.
• Most of the women students were from middle-class families, outside the
system (tizhi nei), or inside the system (tizhi wai) (Lu 2002).
Contribution of this research
• First, building on Tindal et al.’s (2015) work on the complex nature of distinction, we
theorise distinction achieved through transnational education mobility as both fieldspecific and as manifested through cognisance of transnational field-specific rules.
• Second, the adoption of an embodied cultural capital perspective, which builds on and
expands from previous scholarly work’s focus on institutionalised cultural and social
capital (Brooks, Waters and Pimlott-Wilson 2013; Waters and Leung 2013) in
transnational student mobility. This perspective allowed us to investigate closely how
newly acquired gendered disposition of the mind, of cultural taste and of a global identity
contributed to the construction of distinction.
• Third, the dominant conventional femininity, which emphasises making appropriately
feminine career and life choices, plays a crucial role in shaping respondents’ views
regarding programs of study and even the future divisions of labour market
Thank you!
References
• Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University
Press.
• Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of
Taste. Cambridge: Harvard University Press.
• Bourdieu, P. (1986). “The forms of capital,” in Handbook of Theory and Research for
the Sociology of Education, ed. J. G. Richardson (Santa Barbara, CA: Greenwood), 241–
258.
• Bourdieu, P. (1998). Practical Reason : On the Theory of Action. Cambridge: Polity
Press.
• Fraser, N. (1998) : Social justice in the age of identity politics: Redistribution,
recognition, participation, WZB Discussion Paper, No. FS I 98-108,
Wissenschaftszentrum Berlin für Sozialforschung (WZB), Berlin
• Zhang, S. & Xu, C. L. (2020). ‘The Making of Transnational Distinction: an Embodied
Cultural Capital Perspective on Chinese Women Students’ Mobility’, British Journal of
Sociology of Education, vol: 41, no.8: 1251-1267.
https://doi.org/10.1080/01425692.2020.1804836
Education and
Popular Culture
Critical Issues in Education
Starter
Think about your day before coming to class. Make a list in your groups of
everything you:
Watched/Read/Looked At
(TV, social media, advertisements etc….)
Heard/Listened to
(radio, playlists, podcasts etc….)
The logical argument
Media (especially popular media) is a form of cultural transmission
Education is also a form of cultural transmission
Therefore, popular media and popular culture are educational!
We will explore this in more detail using examples from popular culture. But
first we should know how to identify something as an object of popular culture
and why this is different from other subsets of culture!
What is Popular Culture?
High Culture – Associated with intellectual and societal elites; requires a level of
education to understand; examples: classical music, ballet, opera
Popular Culture – Three potential ways of defining: That which is not high culture;
things that most people like; culture that is created by the people. (Fulcher and Scott,
2011)
Mass Culture – Created for consumption by big, commercial organisations to be
consumed for profit; examples: advertising, fast fashion, Disney movies.
The lines between these are very blurry! Objects of high culture can start off as
popular culture (Shakespeare). High culture is often reimagined for a popular/mass
audience (Shakespeare again!)
Determining an object of
popular culture
Relevance: Viewers must be able to find something that
resonates with them
Semiotic Productivity: Viewers must be able to select
what is relevant (no imposition of meaning)
Flexible Mode of Consumption: Viewers should be able
to use the presentation media in any way they wish
Objects of popular culture are polysemic – able to
produce multiple meanings and pleasures.
(Fiske, 2010)
This Photo by Unknown Author is licensed under CC BY
Task – Identifying an object of popular culture
• Using Fiske’s criteria from the previous page, work with your group to agree on one object of
popular culture that can be used later on in the class.
• For inspiration, these are the kinds of objects you can choose from:
Movies
Books (fiction/graphic novels)
Social Media
TV shows
Fashion trends
Memes, Gifs and Emojis
Games (board, role playing and video)
Newspapers, magazines (in digital or print)
Music (pop, rock, country etc)
Popular Culture and Education – two modes
HOW IS EDUCATION REPRESENTED IN
POPULAR CULTURE?
HOW DOES POPULAR CULTURE
EDUCATE?
Image, Popular Culture and Education
Objects of popular culture can be interpreted as a series
of images (text is also an image!)
Spectator
Images, like education, intend to show something to someone.
Student
We can therefore analyse objects of popular culture by identifying:
Who is trying to show what to whom
Content
Image
Educator
•
•
•
•
Operator
Who is the creator of the image (individual/organisation?)
Who is the intended audience?
What is the creator trying to show, using what methods?
What does the creator want the audience to do/think/feel upon
interaction with the object?
Education in popular culture
This refers to the ways in which the concepts of
education show themselves in popular culture.
Watch the following video and consider where
education is happening here: who is the educator
and what is their intention, who is the student, and
what is the content?
1/22/2024
Sample Footer Text
9
Education in popular culture
This time, listen to Pink Floyd’s “Another Brick in the Wall, Pt 2” and watch the
accompanying video.
(lyrics available at the link on MyPlace)
What is this song trying to tell us about education as the creators understand it?
How does popular culture educate?
This refers to the ways in which objects of popular culture educate their viewers.
This can be achieved through objects with particular messages in mind (think of the
Barbie movie; This is England; Band Aid; Pride flags)
OR
We can analyse implicit messages in most objects (Disney princesses and gender
stereotypes; “white hero” movies such as Dangerous Minds or The Blind Side; the
robot and slavery trope)
Popular Culture Educates – Specific messages
Watch the following video.
The creator had a specific message in mind for their audience when they created
this piece of work. Can you work out what it is?
Popular Culture Educates – Implicit Messages
Watch the following video.
The message here may not be as obvious as the previous video. However, the
creator is still trying to say something about the world to their audience (whether
they realise it or not).
What is your interpretation?
To pick up on implicit messages in media
requires the ability to think critically about
what we see/hear/read. This is becoming
increasingly important as democratised (i.e.
social) media gains incredible influence.
• How do we learn to be critical? Is it
adequately taught in formal education?
• What are the risks of having a population
that is uncritical?
• Which subjects could/should be taught
to improve critical thinking skills?
1/22/2024
Popular Culture
Educates –
Implicit Messages
• Can you think of examples when critical
thinking can be taken to extremes?
Sample Footer Text
18
Education and Influence
Critical Issues in Education X7494
Starter
Consider the following words and place them on the following
continuum based on their normative value:
Education; Propaganda; Indoctrination; Brainwashing; Influence;
Manipulation; Encouragement; Cultivation
Positive
Negative
Education
Manipulation
Propaganda
Cultivation
Encouragement
Indoctrination
Brainwashing
The three concepts we will examine today – education, propaganda,
indoctrination – all have recourse to the notion of social myths.
Social Myths
“Myths” are not necessarily false but are definitely crafted to promote a
particular worldview.
This Photo by Unknown Author is licensed under CC BY-NC-ND
Conceptualising Myths
Reflexions sur la violence (Sorel, 1908)
• Myths should be “tableaux enchanteurs”: pictures so
enchanting they convince people to invest in them: sans
ces tableaux la Révolution aurait-elle pu vaincre?
• Myths need not/should not appeal to rationality and may
provoke emotional reactions when threatened: capable
d’évoquer instinctivement… les sentiments
• Myths, and the perpetuation of them, should be allencompassing: C’est l’ensemble du mythe qui importe
seul
This Photo by Unknown Author is licensed under CC BY-SA
Conceptualising the myth of education
Science
Youth
History
Happiness
Work
Hero
Religious
Observance
Education
Justice
Nation
Task
Consider one of the myths on the
previous slide.
How does our society create “charming
pictures” of these concepts?
Think about how they are represented in
culture; what kind of messages are you
given about them in education etc.?
What is Education?
• Removing it from cultural understandings, education can be said to
be:
• The intention to show something to someone else
• The intention to change how that person relates to the thing they are
shown
• Efforts of the educator that work towards these intentions (pedagogy)
What is Propaganda?
• Propaganda was a means of describing, in
the 17th century, dissemination of
information for any purpose.
• The turn towards propaganda being seen
negatively happened around WW1.
(Tutui, 2017).
• For systematic purposes, we can try to
look at propaganda in a more neutral
way.
What is Propaganda?
• Removing cultural understandings (as much as is possible) we may say
that:
• Propaganda intends to show something to someone using recourse to
symbols of social myths
• By showing this, propaganda intends that the person should
participate in a particular way (via action or inaction).
• Efforts of the propagandist that work towards these intentions
(advertising, images, campaigns)
Task – Educational or
Propaganda?
• Debate whether this poster is educational or
propaganda.
• Half of the class will be on one side; half will be
opposing.
• Present your arguments in 15 mins.
What is
Indoctrination?
• Indoctrination was a means of
describing religious education and
initiation into a religious life.
• As society becomes less religious,
it has been reconfigured and has
become more widely associated
with initiation into particular
ideologies.
• Indoctrination is almost always
used pejoratively.
What is Indoctrination?
• Removing cultural understandings (as much as is possible) we may say
that:
• Indoctrination uses social myths to present ideas in a way that instils
belief without room for questioning.
• By doing this, indoctrination intends that the person should
participate in a particular way (via action or inaction).
• Efforts of the indoctrinator mean to show and hide things in the
world in order that the subject is not aware of other points of view.
How are these linked?
• All propaganda is a pedagogical reduction (although not all
pedagogical reductions are propaganda).
• All indoctrination is propaganda (although not all propaganda is
indoctrination).
The difference lies in the level of control placed on possible
interpretation by the educator/propagandist/indoctrinator!
The Continuum of Control
Encouraging
Less Control
Influence
Cultivation
Manipulation
Education
Propaganda
Indoctrination
Brainwashing
More Control
Task
• Discuss:
How much power and control does an educator have in formal
education?
How can practitioners safeguard against formal education becoming
more like “propaganda” and “indoctrination”?
Are there some instances where the levels of control offered by
propaganda and indoctrination are desirable or necessary?
References
Ellul, J. (1973). Propaganda : The formation of men’s attitudes. (K. Kellen & J. Lerner Trans.). New York: Vintage.
Lasswell, H. (1927). The Theory of Political Propaganda. The American Political Science Review, 21(3), 6627-631.
Lewin, D. (2018). Toward a theory of pedagogical reduction: Selection, Simplification and Generalization in an
age of critical education. Educational Theory, 68(4-5), 495-512.
Robertson, N. (2022). Images of a World: Is Propaganda Pedagogical? (available Strath Library).
Sorel, G. (1908). Réflexions sur la violence. France: Librairie de Pages Libres.
Tutui, V. (2017). Some Reflections Concerning the Problem of Defining Propaganda. Argumentum: Journal of
the Seminar of Discursive Logic, Argumentation Theory and Rhetoric, 15(2), 110-125.
CRITICAL
ISSUES IN
EDUCATION
Lecture 3 – Curriculum and
Assessment
INTRODUCTION
Introduce two new concepts that link back to previous lectures:
Curriculum – A reflection of the aim of education
Assessment – a means of measuring effective pedagogy
STARTER
Thinking back to your time at primary/secondary school, what
subjects could be found on the curriculum?
How were assessments carried out?
CURRICULUM
What is it?
•
A set of subjects, or subtopics within a subject, chosen for a
course of study.
•
Can be modular, natural, interdisciplinary.
The curriculum is concerned with the general aim of education.
CURRICULUM TEXT
Who writes it?
Schools – a mixture of teachers,
politicians and academics
Colleges – Curriculum Manager and
Lecturers (with advice from QA)
Universities – Lecturers (with
administrative support)
This Photo by Unknown Author is licensed under CC BY-SA-NC
ACTIVITY – BUILDING A
CURRICULUM
You are an independent working group, recommending on a new
curriculum for an education system where the aim is to develop wellrounded citizens.
The students are in the senior phase of school (15-18).
Literacy and numeracy are already included but there are 6 more
subjects to choose – which 6 from the following list will you include? Give
reasons for your choices!
ACTIVITY – BUILDING A
CURRICULUM
Natural Sciences (Physics, Biology,
Chemistry)
Astrology
Classical/Ancient Languages
Modern languages
Home Economics
Philosophy
Politics
Computer Science
Art and Art History
Archaeology
Architecture
Metallurgy
Divination
Film and Media Studies
Religious/Spiritual Education
Sociology
Driver’s Ed
Cultural studies
World Literature (Poetry, Plays, Fiction)
Psychology
Geography
Critical Studies
History
Carpentry
Music Performance and Appreciation
Pure Mathematics
Dance
Drama
Physical Education
Secretarial studies/administration
Environment and sustainability studies
Sex, health and relationships education
SELECTION
Why not Astrology?
Why not Homepathy?
This Photo by Unknown Author is licensed under CC BY
This Photo by Unknown Author is licensed under CC BY-NC-ND
THE HIDDEN
CURRICULUM
(Giroux and Penna, 1979)
What is learnt at school that
is not explicitly written in the
curriculum text?
This Photo by Unknown Author is licensed under CC BY
READING – CORNBLETH, 1984
What do you understand the term “hidden curriculum” to mean?
What are the phenomena Cornbleth describes as constituting the
hidden, or implicit, curriculum?
How might we reframe the pernicious ideas of the hidden
curriculum?
ASSESSMENT
FORMATIVE
SUMMATIVE
“Low stakes”
“High stakes”
Used to determine what has
been learned and what more
support can be given
Happens at the end of a
unit/course and is graded
Usually not graded
National qualification exams
and assessments
ASSESSMENT FOR LEARNING?
Education is “risky” (Biesta, 2013) – we cannot guarantee a
particular outcome, including learning.
Assessment measures student action against educator desire –
could this be exploited?
If the student acts as the educator desires, is this “learning”?
ACTIVITY – ASSESSMENT
Using Pages 26-32 of the Building the Curriculum document
(MyPlace), plan assessment activities for the following scenarios.
Say whether these are formative and/or summative tasks.
Teaching phonics to a class of P1 pupils
End of unit assessment on Social Psychology (Nat 5)
Graded unit for HNC Computer Science
Checking understanding at the end of a class (Higher Biology)
Homework tasks for P7 numeracy
FEEDING
BACK/FORWARD
Feedback should:
Help clarify what good performance is (goals, criteria, expected
standards);
Facilitate the development of self-assessment (reflection) in
learning;
Delivers high quality information to students about their learning;
Encourage teacher and peer dialogue around learning;
Encourage positive motivational beliefs and self-esteem;
Provide opportunities to close the gap between current and
desired performance;
Provide information to teachers that can be used to help shape
teaching.
(Nicol & MacFarlane-Dick, 2006)
This Photo by Unknown Author is licensed under CC BY-NC
CONCLUSION
Questions we should continue to ask:
Who chooses the subjects on the curriculum?
Why do they choose the subjects that they do (and reject others)?
What does assessment really assess?
How can we know that a student has really ever learned anything?
REFERENCES
Biesta, G. (2013). The Beautiful Risk of Education. New York: Routledge.
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. & Molloy, E. (2019). What makes for
effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 2536.
Feyerabend, P. (1991). Three Dialogues on Knowledge. Oxford: Blackwell.
Giroux, H. & Penna, A. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum.
Theory & Research in Social Education, 7(1), 21-42.
Masschelein, J. & Simons, M. (2013). In Defence of the School: A Public Issue. Leuven: E-ducation, Culture
and Society.
Nicol, D. & MacFarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and
seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
FEEDBACK IS KEY!
Good assessment needs good feedback!
Read and critique the following assessment feedback: what is good
about it? What could be revised?
Thank you for this thoughtful look at using technology to foster creativity in early childhood education.
I can identify the line of your argument is clearly in favour for the use of technology (with some caveats). There are some
points I would like to make regarding your assignment.
I appreciate that you chose to look at drawing as a particular facet of creativity – this is much more effective than
attempting to look at everything “creative”. I was not entirely convinced by your argument for doing so, however, and you
could have spent more time justifying this and tying it in with your brief attempt at defining creativity.
I liked that you included examples of some applications that could be used in the particular settings, although I think you
spent more space than was needed to write about these apps. Perhaps looking at one in greater detail would have been
more effective than describing many.
Your discussion section introduces the potential disadvantages well. It would have been interesting to consider whether
there is anything phenomenologically or ontologically different about drawing on a tablet/computer rather than with a
pencil and a piece of paper (which are, of course, technologies in their own right). What can technology add or take away
from the experience of drawing, which further adds or takes away from the creative endeavour? You touch on this, but I
think it could have been addressed in greater detail.
Your conclusion addressed your limitations and offered ideas for future research which was good. Overall, I was concerned
that you write a lot about research and studies, but do not give references for the research and the studies you are talking
about (I have highlighted these and left comments in places where there should really have been references).
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Critical Issues in Education
Session: Education and Inequality
Dr. Siqi Zhang ([email protected])
09/11/2023
Overview
• Defining social inequality
• Different Types of Inequality
• Cultural Capital and Educational Inequality
• Intersectional inequality
• Education inequality in Scottish context
• Finnish Lessons: What Can the World Learn from Educational Change in
Finland?
• Reflection of Essential Reading/the session this week
• Reflecting intersectional inequality : Example of International Student
Experience
Defining Inequality
Nancy Fraser
Social class
structure
American critical theorist / feminist
Inequality
due to…
status order
identity
wealth
Fraser (1998)
‘The unequal distribution of opportunities, rewards and power among and
between individuals, households and groups…’
Recognition (identity)
(Fraser, 1998)
• Race
• Gender
• Physical disability
• Mental disability
• Religion
• Sexual orientation
•…
Different Types of Inequality
• Income
• Occupation
• Social Class
• Gender
• Disability
• Regional Difference
• Age
• Race
• Ethnicity
• Health
•…
Cultural Capital and Educational Inequality
Pierre Bourdieu (1984), French Sociologist
– Cultural capital refers to the collection of symbolic
elements such as skills, tastes, posture, clothing,
mannerisms, material belongings, credentials, etc.
that one acquires through being part of a particular
social class
– Cultural capital can be regarded as a way to explain
how power in society was transferred and social
classes maintained.
Cultural Capital and Educational Inequality
Cultural Capital theory (Bourdieu, 1977)
• Cultural capital: familiarity with the dominant culture in society ‘widely
shared, high status cultural signals (attitudes, preferences, formal knowledge,
behaviors, goods and credentials) used for social and cultural exclusion’
(Lamont and Lareau, 1988, p. 156)
• Differentiation between embodied (e.g. accent or dialect), objectified (e.g.
record collection) and institutionalised (e.g. degree from Oxbridge) cultural
capital
• Possession of cultural capital varies by social class
Discussion
1. What types of inequality exist in
your country?
2. What is the dominant inequality
in your society?
3. How inequality relate to
education?
Unequal Assess to Education? Case of University of
Cambridge/Oxford
• BBC Documentary《56UP》
https://www.bbc.co.uk/news/education-46470838
Up series:
Documentary film follows the lives of ten
males and four females in England beginning
in 1964, when they were seven years old.
The first film was titled Seven Up, with later
films adjusting the number in the title to
match the age of the subjects at the time of
filming.
The documentary has had 10 episodes —one
every seven years.
The Great British class calculator
‘Traditional British social divisions of upper, middle and working class seem out of date in the 21st Century,
no longer reflecting modern occupations or lifestyles
The BBC teamed up with sociologists from leading universities to analyse the modern British class system. They
surveyed more than 161,000 people and came up with a new model made up of seven groups. To find out where
you fit in use this calculator below.
Tell us about you’/’
https://www.bbc.co.uk/news/special/2013/newsspec_5093/index.stm
X2909
Globalisation,
Society and
Education
Policy
Discussion of intersectional
inequality
1. In a context where you have
either studied or taught, what
were the intersections that
mattered most?
2. What intersections were likely
to lead to greater exclusion?
Scottish Government
2016
https://www.gov.scot/binaries/con
tent/documents/govscot/publicati
ons/strategyplan/2016/06/deliveringexcellence-equity-scottisheducation-delivery-planscotland/documents/00502222pdf/00502222pdf/govscot%3Adocument/005022
22.pdf
• ‘Who you are in Scotland is
