New class inequalities in education
Why education policy may be looking in the wrong place! Education policy, civil society and social class
Bibliographic Data
| ID | 11195510 |
|---|---|
| Authors | Stephen Ball (0000-0001-7446-4201, University of London, corresponding author), Stephen J Ball |
| Year | 2010 |
| Volume | 30 |
| Issue | 3/4 |
| Pages | 155-166 |
| Publication date | 2010-04-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sociology and Social Policy (JOURNAL) |
| Journal identifiers | ISSN: 0144-333X • E-ISSN: 1758-6720 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/01443331011033346 |
| OpenAlex | W1528331666 |
| Language | EN |
| Citations received | 65 |
| References cited | 11 |
Purpose The paper aims to develop a case for re‐considering the role of schools in education policy. The argument is made that considerable amounts of the variation in pupil performance may in fact derive from factors based on variations in parents' ability to buy‐in support and enrichment of various kinds for their children. Design/methodology/approach The argument of the paper is developed using secondary sources to make the case for non‐school explanations of variations in pupil performance and then offers a set of illustrations of the variety of types of bought‐in support and enrichment now being used in some families. Findings The paper concludes with the point that two contradictory education policy discourses are in play under New Labour. One, the discourse of standards/achievement, which works through testing, benchmarks, league‐tables, “coasting” schools, special measures, etc. totalises, individualises and commodifies the student as an “ability” – a cluster of performances. And in turn gives rise to “local economies of student worth” that “value” students differently within the processes of “school choice”. The other, the discourse of choice and active parenting, totalises, individualises and commodifies parents and families as “consumers” of education and investors in cultural capital. Research limitations/implications The paper is discursive, exploratory and wide‐ranging. It sets out to make a plausible case that would merit further research rather than to establish at this stage a set of firm conclusions. Practical implications If the argument is taken seriously then the focus of education policy would be decisively shifted. There is some evidence of a shift of emphasis towards more intervention and individual attention but achievement differences remain firmly located within schools. Originality/value Little attention has been focused on this kind of argument and there has certainly been no attempt to map the variety of and growth in private educational services
Argument (complex analysis · Class (philosophy · Cultural capital · Economic growth · Economics · Education policy · Epistemology · Higher education · Inequality · Mathematics education · Point (geometry · Positive economics · Set (abstract data type · Social science · Sociology · Value (mathematics · Variety (cybernetics · Computer Science · Diverse Education Studies and Reforms · Parental Involvement in Education · Psychology · School Choice and Performance
Being an Adult Learner in Austere Times
Promoting inclusion and equity in education
Construction of difference and diversity within policy and practice in England
Covid-19 e desigualdades escolares
Equity Gaps in Education
Education for social justice
Recognising misrecognition
(Un)Confidently aspiring
The public–private debate
The ability trap
Locked in
Undermining Classroom Teaching? Teachers' Perspectives on the Impact of Private Tutoring on School Education in Sydney, Australia
Exposing the “shadow”
‘How do you feel? What is your heart doing?’ … ‘It’s jumping’
‘The helping, the fixtures, the kits, the gear, the gum shields, the food, the snacks, the waiting, the rain, the car rides … ’
Overview of researching global higher education
Preparing Versus Persuading
Re-imagining society and childhood
The Relevance of Class in Education Policy and Research
Parental Investment on a Socioeconomic Basis
Inequality, poverty, education
Advancing home–school relations through parent support
Education policy and the ‘ideal learner’
Educational Change through Bureaucratic Effectiveness
Absenting the absence(s) in the education of poor minority ethnic students
Navigating the demands of the English schooling context
Head teachers’ spirituality and inclusive education
Regulation and deregulation in education policy
Intensive mothering’ in the early years
Reproduction in physical education, society and culture
Head-first into Upper Secondary Education
Between rhetoric and reality
Cultural participation and taste cultivation in a transitional setting
Extraordinary acts and ordinary pleasures
Young People’s Embodiment of Physical Activity
Unequal inclusion
The impact of social class on out-of-school activities
Selective schooling and its relationship to private tutoring
Mothering for discipline and educational success
Intra-generational social mobility and educational qualifications
Children's Public Participation, Middle‐Class Families and Emotions
School autonomy, accountability and collaboration
Parents are not born, they are made
Gender and choice
Levelling up’ access to private tutoring in England
Students’ views on fairness in education
Teachers’ capital in view of intensive parental involvement in school
Parenting in relation to children’s sports participation
The marketisation of education in Australia
Unequal at the college door
Classes for lessons and classes for life
Social mobility, a panacea for austere times
Cosmo girls
Discourses of time and maturity structuring participation in mathematics and further mathematics
Social class as flow and mutability
Producing British education by Chinese parents
What to Learn? Socialization of the Subject Hierarchy in Schools
Private Schools, Choice And The Ethical Environment
Teaching Poor Ethnic Minority Students
Educational Paraprofessionals
Contextualising Inequalities in Rates of School Exclusion in English Schools
Raising Middle-class Black Children
Learning to be a 'goody-goody
How educational systems respond to diversity, inclusion and social justice
The responsibilisation of teachers
| Unique citing works | 65 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 65 |