Predispositions Of The National Curriculum

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Register to read the introduction… To characterize cultural capital, it is indicated through a variety of sources, which cannot be based on any single attribute. There are many factors when considering it implications to education, such as economic, social backgrounds and privileges (Bates and Riseborough, 1993). According to Bourdieu (1974), the term cultural capital is a expressed through identifying social classes that associate with one another; this is the idea that the homogenous population will share the same ideology, which manifests though their principles, such as, values; norms; behaviour and beliefs. To illustrate further a number of principles in connection with education can be seen through the knowledge, understanding and experience of certain cultures in specific social classes. Therefore, those who belong to a homogenous culture will have a considerable role in how they come to understand and use their knowledge and perception to direct their child’s culture; this will have a beneficial start in their child’s preparation for education. To illustrate, those people of a middle class nature can provide the resources that support their children with their academic performance, consequently, this will assist with the development of educational credentials; whereas those children of the working class background (worse-case scenario) may academically fail due to the absent knowledge and …show more content…
To demonstrate, using Bourdieu’s (1991) concept of cultural capital; the National Curriculum, through its ‘institutionalised state’, establishes how children who have acquired forms of cultural capital are likely to be in a position of accomplishment, or using his metaphor, children who have acquired cultural capital are like a “fish in water” (Bourdieu, 1991). Bernstein, 1972 (in Giddens, 2001) suggests that middle class values are dominated in the curriculum with language being the principal distributor. He suggests that cultural capital is seen through language, this is the idea that language is a divider, which is separated by the elaborated code and the other being the restrictive code. The former been conveyed to its entire pupil’s and as a result, children who possess cultural capital, are able to adapt and become accustomed to the language spoken in the curriculum, enabling them with educational potential (Bartlett and Burton, 2010). Conversely, those children of the working class heritage are at a disadvantage, due to the scarcity of cultural capital and as a result, may find it difficult to interpret or even misinterpret due to the restrictive code, those pupils are at a disadvantage with the modification of the language that is construed translated in the National

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