The strange case of querying gove’s cultural capital legacy

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-06-21 DOI:10.1080/14681366.2021.1933144

Claire Birkenshaw, Anne Temple Clothier

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引用次数: 1

Abstract

ABSTRACT The recent inclusion of cultural capital into the English Ofsted Education Inspection Framework (2019) caused a ripple of discontent within some educational circles, with some suggesting it is indicative of ‘white, middle-class paternalism’. Here, we consider the political rise of Bourdieu’s concept of ‘cultural capital’ within the English Education Inspection Framework (2019), given that it now affects all English schools subject to Ofsted’s inspection. We alsoexplore how one of the 19th Century texts in the GCSE English literature curriculum can be analysed through a queer prism, to offer a thought-provoking inclusive interpretation of the narrative and release its queer cultural capital. Finally, we invite classroom practitioners to deliberate their current pedagogical actions and consider adopting a queer pedagogy to counteract the pervasive heteronormativity that embeds assumptions of heterosexuality within school ecosystems; thuschallenging the discomforting otherness and insidious silencing regimes that position LGBTQ identities as taboo and off topic.

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质疑戈夫文化资本遗产的怪案

摘要最近将文化资本纳入英国教育标准局教育检查框架（2019）引起了一些教育界的不满，一些人认为这表明了“白人、中产阶级的家长作风”。在这里，我们考虑到布迪厄的“文化资本”概念在英国教育检查框架（2019）中的政治崛起，因为它现在影响到所有接受Ofsted检查的英国学校。我们还探讨了如何通过酷儿棱镜来分析英国普通中等教育证书英语文学课程中的19世纪文本之一，以对叙事进行发人深省的包容性解释，并释放其酷儿文化资本。最后，我们邀请课堂从业者考虑他们目前的教学行为，并考虑采用酷儿教学法来抵消学校生态系统中普遍存在的异性恋假设；抨击那些将LGBTQ身份定位为禁忌和离题的令人不安的另类和阴险的沉默制度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.00%

发文量

期刊介绍： Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.