Cultural Capital in Education

Schools should be seen as centres for improving the academic and cultural capital of it students. To my knowledge there is no policy that currently exists to develop or support the cultural richness of our students. For example, a student who attends private school has a variety of cultural and academic experiences to engage in. Parents hold the school accountable because they want their child to have these experiences. My school is sponsored by a top University, this establishment also holds the school accountable because they too want students who have had a variety of experiences. Why are state schools not held accountable for cultural capital? It’s clear that top institutions want well rounded culturally rich students. But, those from low socio-economic backgrounds struggle to gain similar experiences due to financial or guidance limitations. What is the Government going to do to address this?

The definition of cultural capital is, “Cultural capital is the ideas and knowledge that people draw upon as they participate in social life. Everything from rules of etiquette to being able to speak and write effectively can be considered cultural capital.” (Crossman, 2010). This phrase considers the development of social and practical skills that allow a person to take part and function in society. In modern democracy an individual would need strong social capabilities to be successful. This means that part of one’s success in society is dependent on their social/cultural capital.

Cultural Capital categories:

  • Embodied – concious or passive inheritance of certain behaviours or skills. Skills influenced by the environment and life that an individual leads. For example, colloquial dialect. A modern society also expects basic life skills to be develop in these avenues as well, focusing for example.
  • Objectified – physical objects of science or art owned or appreciated by an individual. Only by those who have developed strong embodied understanding of history and art.
  • Institutionalised – recognition of culture. For example, institutions provide qualifications for individuals.

Societies responsibility for develop cultural capital in all individuals is important. Embodied education is the responsibility of parents and carers. Objectified and institutionalised education is the responsibility governments and community leaders. In middle class households parents and carers continually support the embodied development of their offspring. Parents from low socio-economic community struggle to find the time to support their child in a similar way. What is been done to support the development of embodied education in these individuals? What is being done to support the embodied development of parents who were also deprived?

Society has a responsibility to support all individuals enhance their cultural captial. Government policy linked to cultural capital in education is difficult to find. I found myself constantly being referred to cultural education (DfE, 2013). The report identified that cultural education was important. To support cultural education more funding to objectified, arts based charities has been increased. The kind of students who will take advantage of these opportunities are the mobilsed middle class. There is little evidence of supporting increased mobiltiy in all individuals. For example, how a pupil thinks, talks, problem solves, socialises, concentrates, believes, aspires, plans, prepares, organises, repairs a bike, plays chests or develops other non-profitable skills that, as we all know, are important but not supported.

For those indivdiuals from low-socio economic backgrounds more must be done to support their embodied cultural development. Liberate their ability to fairly operate in a social society. What are we doing to support these individual’s? To my knowledge, nothing! That is an injustice.

Crossman, 2010.

DfE, 2013.