‘As if by osmosis’: How Ofsted’s new deficit model emerged, fully formed, as cultural capital

2020 ◽  
Vol 12 (3) ◽  
pp. 232-245
Author(s):  
Paul Nightingale
Keyword(s):  
Cultural Capital ◽  
Social Inclusion ◽  
English Education ◽  
White Paper ◽  
Deficit Model ◽  
Knowledge Based ◽  
Knowledge Deficit ◽  
The Social ◽  
Class Privilege ◽  
Recent Developments

This paper considers recent developments in English education policy as, confirming promises made in the 2016 White Paper, Educational Excellence Everywhere, schools are now to concentrate on the realisation of a knowledge-based curriculum, one that allows all students to ‘acquire’ cultural capital. First, the remodelling of Bourdieu’s concept, designed to explain class privilege, means that the cultural capital is now a mechanism for disciplining schools and teachers who fail to deliver the required curriculum. Second, in going beyond the social inclusion advocated by previous governments, this version of cultural capital has simply recycled the 1950s notion of cultural deprivation, turning it into a ‘knowledge deficit’ to be explained with reference to the work of ED Hirsch. It remains to be seen if ‘Hirsch-knowledge’ offers anything more than passive consumption of approved content, and the paper ends with a discussion of the implications for students of the new curriculum.

Cultural Creativity and Social Inclusion in Creative Cities

2021 ◽  
pp. 265-283
Author(s):  
Rehab Abdelwahab Askar
Keyword(s):  
Cultural Capital ◽  
Social Inclusion ◽  
Creative Cities ◽  
Cultural Policies ◽  
Knowledge Based ◽  
Cultural Inclusion ◽  
The Social ◽  
The Impact

According to the theoretical framework, this chapter examines the role of cultural capital in achieving social inclusion in creative cities and discussing the impact of creative cultural economy and cultural diversity in achieving knowledge-based urban development requirements. The author relies on showing the tangible and intangible forms of cultural capital represented by the urban and cultural assets possessed by the new administrative capital of Egypt (study model). The author then submits an analysis of the strategic urban cultural policies in an attempt to predict a set of preliminary indicators related to the possible forms of social and cultural inclusion and the anticipation of the social, cultural, and economic impacts of cultural creativity on the quality of life and Human security in creative cities.

scholarly journals Challenge of Sport Towards Social Inclusion and Awareness-Raising Against Any Discrimination

2014 ◽  
Vol 63 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Salomé Marivoet
Keyword(s):  
Social Inclusion ◽  
Social Inequalities ◽  
Ethnic Discrimination ◽  
Social Facts ◽  
Knowledge Based ◽  
Research Areas ◽  
Theoretical Approaches ◽  
The Social ◽  
Awareness Raising ◽  
Racial And Ethnic Discrimination

AbstractSport presents itself as a social configuration that enhances social inclusion by promoting tolerance, respect for others, cooperation, loyalty and friendship, and values associated with fair play, the most important ethical principles of sport. However, intolerance and exclusion can also be expressed in sport, certainly even more so the bigger the social inequalities and the ethnic, religious, gender, disability, and sexual orientation prejudices are in society. The processes of social exclusion, integration, and inclusion are research areas in the social sciences with consolidated knowledge, namely in the study of the problems of poverty, social inequalities, racial and ethnic discrimination, disability, and education. However, it is necessary to discuss the existing theoretical approaches and conceptions seen as explanatory principles of the reality of these fields of analysis, look at how they can frame the reality on the sports field, and then confirm them through empirical research in order to produce knowledge based on the reality of social facts. Despite the broad consensus on the potential of sport in promoting social inclusion, in this paper I stress that this potential can only become real if the orientation of sport includes strategies aimed at achieving these goals. I intend to show how the –social issue‖ in the field of sports has gained relevance in the institutional context, and thereby a new field of research for the social science of sport has been opened and needs to be deepened.

scholarly journals Public participation and rural management of Brazilian waters: an alternative to the deficit model

2008 ◽  
Vol 07 (04) ◽  
Author(s):  
Alessandro Luís Piolli ◽  
Maria Conceição da Costa
Keyword(s):  
Public Participation ◽  
Public Perception ◽  
Deficit Model ◽  
The Public ◽  
Social Studies Of Science ◽  
Knowledge Deficit ◽  
Scientific Institutions ◽  
The Social ◽  
The Right

The knowledge deficit model with regard to the public has been severely criticized in the sociology of the public perception of science. However, when dealing with public decisions regarding scientific matters, political and scientific institutions insist on defending the deficit model. The idea that only certified experts, or those with vast experience, should have the right to participate in decisions can bring about problems for the future of democracies. Through a type of "topography of ideas", in which some concepts from the social studies of science are used in order to think about these problems, and through the case study of public participation in the elaboration of the proposal of discounts in the fees charged for rural water use in Brazil, we will try to point out an alternative to the deficit model. This alternative includes a "minimum comprehension" of the scientific matters involved in the decision on the part of the participants, using criteria judged by the public itself.

scholarly journals Retaining students in Australian higher education: cultural capital, field distinction

2016 ◽  
Vol 16 (1) ◽  
pp. 80-96 ◽  
Author(s):  
Trevor Gale ◽  
Stephen Parker
Keyword(s):  
Higher Education ◽  
University Students ◽  
Cultural Capital ◽  
Social Inclusion ◽  
Economic Status ◽  
Economic Capital ◽  
Retention Rates ◽  
Widening Participation ◽  
Distinctive Character ◽  
The Social

In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu’s social theory, particularly his conceptual tools of ‘cultural capital’ and field ‘distinction’. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of ‘setting up students to fail’, which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett’s observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students’ socio-economic status has to do with their retention in higher education.

scholarly journals Towards a new model for inclusive education based on virtual social inclusion and mobile openness

2020 ◽  
Vol 12 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Timothy Read
Keyword(s):  
Inclusive Education ◽  
Social Inclusion ◽  
The Political ◽  
Open Education ◽  
Social Instability ◽  
Knowledge Based ◽  
Large Numbers ◽  
The Social ◽  
Practical Reality ◽  
Education And Employment

The political and social instability in many parts of the world has led to large numbers of refugees forced to find a haven in Europe, and the social and political pressure is felt in these countries, as they see the situation worsening dramatically. In this article, an analysis of the geo-sociological assumptions within the conventional conception of social inclusion is undertaken and substituted by a new one based upon the knowledge-based, network-oriented nature of modern European society. This is referred to as Virtual Social Inclusion (VSI) and it aims primarily at two fundamental dimensions of human activity: education and employment. The article focuses on the nature and implications of VSI for inclusive education and its underlying principles, particularly mobility and openness. What VSI requires to turn from a theoretical framework into a practical reality and the foreseeable implications of its implementation are explored. Keywords: Virtual social inclusion, social inclusion, MOOC, open education.

Socio-cultural Resource for Kazakhstan Modernization

2012 ◽  
pp. 74-82 ◽  
Author(s):  
A. Stavinskaya ◽  
E. Nikishina
Keyword(s):  
Social Capital ◽  
Cultural Capital ◽  
Competitive Advantages ◽  
Institutional Reforms ◽  
Cultural Resource ◽  
Bonding Social Capital ◽  
Social And Cultural Capital ◽  
The Social ◽  
Social And Economic Development ◽  
Cultural Features

The opportunities of the competitive advantages use of the social and cultural capital for pro-modernization institutional reforms in Kazakhstan are considered in the article. Based on a number of sociological surveys national-specific features of the cultural capital are marked, which can encourage the country's social and economic development: bonding social capital, propensity for taking executive positions (not ordinary), mobility and adaptability (characteristic for nomad cultures), high value of education. The analysis shows the resources of the productive use of these socio-cultural features.

The Complex Support and Assistance to Children with Disability and their Families in the Czech Republic and the Presentation of Case Final Reports on Early Care of Client as an Example of Good Practice

2018 ◽  
Vol 52 (1) ◽  
pp. 70-84
Author(s):  
Zdenka Šándorová
Keyword(s):  
Czech Republic ◽  
Social Services ◽  
Social Inclusion ◽  
Good Practice ◽  
Practical Case ◽  
Early Care ◽  
The Czech Republic ◽  
Children With Disability ◽  
Global Comparison ◽  
The Social

Abstract The theme of the paper is very topical in global and European context. It brings theoretical information on the concept of asocial model of early care in the Czech Republic and practical case studies and final reports related to the early care provision which demonstrate tangible activities within the system of the complex support and assistance to children with disability and their families. The author applies the theoretical-practical approach as she is of the opinion that „the practice without theory is as a blind person on the road and the theory without practice is as a cart without an axle”. The aim of the paper is to extend theoretical information on the topic in the Czech Republic by individual examples of final reports related to the provision of social prevention of the early care in the Czech Republic. The overall aim of the paper is to justify topicality and eligibility of early care in its broad reference framework, including its practical impact. The theoretical basis of the paper is elaborated with respect to the analysis and comparison of Czech and foreign literature, legislation, methodology document and other relevant written resources. The practical level is elaborated with respect to 3 cases and final reports of the provider of an early care of the social prevention. The early care in the Czech Republic represents a professional, modern and recognized system in European and global comparison and is legally anchored in the Act 108/2006 Coll. on social services. It aims on the minimization of child´s disability impact upon child´s development, especially the social inclusion of a child and a family and their capability to cope with limitating disability in natural environ, i.e. by the preservation of standard way of life. It represents a multi-dimensional model, overcoming limitation of sectoral division of the early care and facilitating complex assistance from a series of subject fields at the same time. Services for families with an endangered child in early age are the background for social, educational and pedagogical inclusion of a child and the re-socialisation and re-inclusion of a family. Early care is considered preventive, from the point of the prevention of the second disability (i.e. is effective), in the prevention of institutionalized and asylum care (i.e. is economical), in the prevention of segregation (i.e. is ethical).

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