Academics

, 2–3

‘Ad hoc’ data

, 3

Aesthetics

, 19

Aimhigher campaign

, 36, 38–39

Aimhigher Scheme

, 39–40

Allodoxa

, 21, 105–106

‘Back-stage’ regions

, 133

Banding disparity

, 95–96

Beachside Comprehensive

, 52–53

Black and Minority Ethnic Groupings (BAME)

, 2–3

Bodily capital

, 22

Bourdieu’s tools

, 55

Breakfast Club

, 89–90

British Broadcasting Corporation (BBC)

, 14

British education system

, 1, 29, 66

British Telecom (BT)

, 111–112

Butler Education Act (1944)

, 29

Capital

, 6–7, 21, 23, 123, 125

Case-study methodology

, 64

Central Advisory Council for Education (CACE)

, 30

Central Advisory Councils

, 30–31

Chicago School

, 64

‘Cloning the Blairs’

, 27–28

Colonization

, 49

Compensatory education

, 5–6

Compensatory educational policies

, 39–43

Compliance

, 49

Conatus

, 6–7, 21

Concerted cultivation

, 27–28

Connexions

, 36

Conservative Council

, 87

Contemporary ethnography, historical anthropology to

, 64–65

Controlled assessments

, 71–72

Criminal Records Bureau (CRB)

, 81–82

Cultural capital

, 22, 117, 120

Cymroth initiative

, 40

Department for Education and Skills (DfES)

, 36

Disclosure and Barring Service (DBS)

, 81–82

Domestic situations

, 115–117

Doxa

, 21, 105

Education

, 129

system in England and Wales

, 5–6

Education Act (1906)

, 11

Education Act (1980)

, 32

Education Act (1986)

, 30–31

Education Action Zones (EAZs)

, 39–41

Education Maintenance Allowance

, 39–40

Education Priority Area programme (EPA programme)

, 39

Education Reform Act (1988)

, 28, 33

Educational devolution

, 33–34

Educational dispositions

, 109–112

Educational Maintenance Allowance (EMA)

, 43–44, 52

Educational policymakers

, 131–132

Educational reform

, 52–53

in United Kingdom

, 5–6

Elaborated Code

, 53–54

Embodied cultural capital

, 22

‘Emergent service worker’ grouping

, 15

English educational system

, 1

Ethnographic research methodologies

, 64

Ethnographic setting and gaining access

, 67–68

Ethnographic study

, 129

Excellence in Cities programme (EIC programme)

, 39–42

Extracurricular support

, 114–115

Field

, 20–21

Fieldwork

, 133

Formal education system

, 1

Frames of reference (FOR)

, 53

Free School Meals (eFSM)

, 2–3, 11, 102–103

allocations

, 67

validity

, 11–12

Freemasons

, 23–24

‘Future of Higher Education’, The

, 36

Ghetto

, 64

Grange Hill

characters

, 88–89

data analysis

, 84–85

data collection

, 75–76

documentary/visual sources

, 78

Educational Field

, 87

ethics

, 78–82

ethnographic data

, 83–84

ethnographic setting and gaining access

, 67–68

exit strategy

, 82–83

field relations

, 74–75

High School

, 63

historical anthropology to contemporary ethnography

, 64–65

inconsistent teaching attitudes

, 96–99

interviews as conversations

, 77–78

money

, 89–91

observational field notes

, 76–77

‘parenting’ parents

, 99–100

philosophical thoughts

, 65–66

poor planning and strategy

, 91–94

preparing for field

, 66–67

pupil ability and banding disparity

, 95–96

researcher

, 68–71

school

, 71–74

working in silos

, 100–102

Habitus

, 6–7, 17, 19, 120

Habitus-field-capital

, 129–130

Habitus-in-action

, 19

Higher education (HE)

, 58, 62, 87

Higher Education Act (2004)

, 36

Higher Education Institution (HEI)

, 5–6

Hightown Grammar

, 50

Historical anthropology to contemporary ethnography

, 64–65

Homo Academicus (1988)

, 24

Hysteresis

, 20–21, 104–105

Illusio

, 20–21, 103, 121

Implicit inculcation

, 24

Inconsistent teaching attitudes

, 96–99

Information and Communication Technology (ICT)

, 95–97

Ingratiation

, 49

Inner city schools

, 56–57

Institutionalised cultural capital

, 22, 125

Interest. See Illusio

Intransigence

, 49

Joseph Rowntree Foundation

, 27–28

Labour Force Survey

, 38

Labour Government

, 31, 43–44

Labour Party

, 33–34

Learning Country

, 33–34

Learning to Labour

, 51

Local Education Authority (LEA)

, 32–33, 40–43, 99

Looked after children (LAC)

, 129–130

Making of the English Working Class, The

, 13

Maleness

, 57

Marxist theoretical framework

, 51

Masculine Domination (Bourdieu)

, 19

Middle-classes

, 30

Myth of meritocracy

, 1

Narrative

, 6

National Assembly for Wales

, 33–34

National banding system

, 34

National Curriculum (NC)

, 33

‘New-Right’ Conservative government

, 32

Nomos (principles)

, 20

Non-entrants

, 35–36

Not in Education, Employment or Training (NEET)

, 30

O-levels

, 52–53

Office for Fair Access (OFFA)

, 36

Office for National Statistics (ONS)

, 1, 10–11

ONS-SEC Analytic Classes Nested Version

, 10

Operation Headstart

, 39–40

Opportunism

, 49

Organisation for Economic Co-operation and Development (OECD)

, 33–34

Parent and Teacher Association (PTA)

, 109

Parental involvement

, 56–58

‘Parenting’ parents

, 99–100

Pedagogic action

, 121–122

Personal networks

, 68

Plowden Report

, 5–6, 30–31

Policies

, 28

Poor planning and strategy

, 91–94

Poverty Action Group (PAG)

, 10–11

Private schooling

, 1

Pupil ability

, 95–96

Pupil Deprivation Grant (PDG)

, 102–103

Pupil deprivation grant

, 45, 91

Pupil habitus and capital at Grange Hill

capital

, 123–125

cultural vs. social capital

, 117, 120, 125–126

domestic situations

, 115–117

educational dispositions

, 109–112

extracurricular support

, 114–115

meet parents

, 107–109

tuition fees

, 112–114

Pupil interaction studies

, 53

Pupil premium

, 45

‘Pupil-centred’ pedagogies

, 30–31

Quasi-market in education

, 3

Reaching Wider

, 38–39

Rebellion

, 49

Research problems

, 4

Restricted Code

, 53–54

Retreatist

, 49

Ritualist

, 49

Robbins Principle

, 31–32

Robbins Report

, 31–32

‘Rosenthal’ effect

, 50

Russell Group Institutions

, 36

School

, 47–53

Secondary education

, 56–58

Secondary educational system

, 23–24

Senior Leadership Team (SLT)

, 67–68, 131

Seven-class model

, 16

Silos, working in

, 100–102

Social capital

, 23, 117, 120, 125–126

Social class

, 1, 5, 9, 56, 58, 62

Bourdieu’s tools in action

, 23–25

capital

, 21–23

field

, 20–21

groupings

, 15–16

habitus

, 17–19

official measures of social class in United Kingdom

, 9–12

reconceptualising

, 12–17

Social commentators

, 17

Social Relations in a Secondary School

, 47–48

Sociological analysis

, 4

Sociology of Education in UK

, 47

social class, parental involvement and secondary education

, 56–58

social class and higher education

, 58–62

working class underachievement and school

, 47–53

working-class educational identity

, 53–55

Special Educational Needs (SEN)

, 71

Special Educational Needs Coordinator (SENCO)

, 88

Staff/pupil interactions in schools

, 50

Standard Attainment Tests (SATs)

, 33

State Nobility, The (1998)

, 24

‘Street corner society’ analysis

, 64

SureStart

, 39–40

Symbolic interactionism

, 65–66

Symbolic violence

, 6, 20–21, 23–24, 104

Teaching and Higher Education Act (1998)

, 35

Teaching and Learning Responsibilities (TLRs)

, 92

Teaching Assistants (TAs)

, 69–70, 73–74

Teaching Excellence Framework (TEF)

, 34–35

Tuition fees

, 112–114

UK education system

, 2

UK Educational Policy Context

compensatory educational policies

, 39–43

educational devolution

, 33–34

EMA

, 43–44

historical landscape of UK Education Legislation and Policy

, 28–33

pupil premium and pupil deprivation grant

, 45

UK Higher Education Policy

, 34–36

widening participation in UK Higher Education

, 36–38

widening participation in Welsh Higher Education Policy

, 38–39

UK-wide Arts and Humanities Research Council

, 36

Underachievement process

, 50

United Kingdom, official measures of social class in

, 9–12

University and Colleges Union (UCU)

, 34–35

Welsh Government

, 33–34, 89

Welsh Higher Education Policy, widening participation in

, 38–39

‘Whole-of-education’ approach

, 38

Widening participation

in UK Higher Education

, 36–38

in Welsh Higher Education Policy

, 38–39

Working-class

educational identity

, 53–55

habitus

, 130–131

parents

, 56

pupil rejection of school system

, 51

pupils

, 6–7, 17, 129–130

students

, 6

underachievement

, 4, 47–53