Curriculum and Cultural Capital relating to Social Justice and Education

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Education is the process of skills, the acquisition of knowledge and understanding that all children acquire through learning in an institute of education, every individual has an equal right to an education and as a result, an entitlement is provided to all children. However, there are a proportion of children that are at a disadvantaged due to cultural and social indifferences, consequently, for all pupils, education can be seen as the means of a socialising process, which generates a set of principles that may affect many of its learners, Thus the National Curriculum was initiated as an opportunity of equality in addition to an inclusive education, which would provide all its pupils regardless of socio economic backgrounds. However, for …show more content…
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 experience
Many commentators have shown how the National Curriculum reproduces inequalities throughout education, as opposed to an entitlement of “equality for all” and the “broad and balanced curriculum” (Best, 2000). To demonstrate, using Bourdieu’s (1991)

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