1.2 Class (Internal) - Pupil Responses

Question 1

Summary

Answer 1

1. Woods (Furlong)
2. Pupil’s Class Identities (…)
3. Habitus (Bourdieu)
4. Symbolic Capital and Symbolic Violence (Bourdieu, Archer)
5. Nike Identities (Archer)
6. WC Identity (Ingram)
7. Self-Exclusion (Evans, Bourdieu, Reay)

Question 2

1. Woods

Answer 2

4 Response to labelling / streaming

• Ingratiation (teacher’s pet)
• Ritualism (staying out of trouble)
• Retreatism (daydreaming)
• Rebellion

Furlong: many pupils move between different types of responses

Question 3

2. Pupil’s Class Identities

Answer 3

• Effect…

- Habitus, Symbolic capital, Nike Identities, Self Exclusion ect

Question 4

3. Habitus

Answer 4

• Ways of thinking and acting that are shared by a particular social class
• Bourdieu’s cultural capital
• Although one culture is not better, MC have the power to define their habitus as superior and impose it on education

Question 5

4. Symbolic Capital and Symbolic Violence

Answer 5

• Since education system’s MC habitus, those who have been socialised gain symbolic capital
• School devalues WC habitus as tasteless
• Bourdieu calls this withholding of symbolic capital ‘symbolic violence;
• This means WC see education system as Alien
• Archer: WC pupils fellt to be successful, they would have to change to the MC habitus.
• Educational success is the process of ‘losing yourself’
• Felt that MC spaces such as university were seen as ‘not for the likes of us’

Question 6

5. Nike Identities

Answer 6

• Symbolic Violence leads to WC seeking ways of creating self-worth
• This was done through developing ‘Nike’ identities focused on ‘styles’
• Girls adopted HHFI
• Style performance was heavily policed and conformity was social suicide
• While MC sees ‘Nike’ identities as tasteless, to them a means of self worth
• Archer: ‘Nike’ identities is cause of marginalisation from the school and the active self-elimination from education as it doesn’t fit with their identity

Question 7

6. Northern Ireland

Answer 7

• Ingram: Having a WC identity was inseparable from WC locality
• WC communities place a great emphasis on conformity
• Grammar school WC boys felt tension between habitus of schools and neighbourhood (In Belfast)

Question 8

7. Class, Identity and Self-Exclusion

Answer 8

• Evans: WC girls reluctant to apply to universities such as Oxbridge
• Bourdieu: Many WC people think of Oxbridge “not for the likes of us”
• Reay: Self-exclusion from elite universities limits success