Education And Education : Educational Inequity, Socioeconomic Status, Cultural Capital, And Social Disadvantage Play

Education And Education : Educational Inequity, Socioeconomic Status, Cultural Capital, And Social Disadvantage Play

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Certain issues such as educational inequity, socioeconomic status, cultural diversity, stereotypes, dominant culture, cultural capital, and social disadvantage play a vital role in curriculum experiences. Children attend schools and are welcomed in age-appropriate, regular classes which encourage learning and contributing this is described as an inclusive education. This interview and essay will highlight how such issues in the classroom are experienced by the pupils who have an inclusive education.
Inclusive education is the process of schools who work together so that each child has the opportunity to learn. Significantly, these schools celebrate difference, acknowledging children’s individual needs and also stimulate learning. The United Nations Educational, Scientific and Cultural Organization [UNESCO] report states every child has equal rights to education (2011, para. 10). Upon interviewing, an interviewee agrees with ((United Nations Educational, Scientific and Cultural Organization, 2011) as she states: every child has the right to education. She believes this is from the experience of working with a diversity of schooling both in early childhood setting and primary schools.
Gender stereotypes, the dominant culture and the impact it has on student’s creative play are also issues that contribute to increasing educators’ understanding or awareness of curriculum. Furthermore, knowledge of social disadvantage, cultural diversity, and inequality of students can broaden educators’ understanding. Blaise & Nuttall (2011, p. 82) describe the hidden curriculum as unintentional actions which surround curriculum. Therefore, it is vitally important that practitioners develop a broad understanding of curriculum and are mindful whilst in...


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Social and economic disadvantage identified as cited in Ewing (2013), children that have a disadvantaged home life less to achieve academically well at school (p. 80). However, this does not have to occur even though Thomson (2002) highlights their knowledge they bring to school is not recognised at school (p. 4). Students from different backgrounds and socioeconomic families bring different skills to school (Thomson, 2002, p. 6). For example, a child of a lower-income family may bring the knowledge of a second language or a love for music, whereas the child from a wealthy family may possess knowledge of technology and literacy skills. Comparing these different skills, the child from the lower socioeconomic provides knowledge which is not as beneficial to the subjects of the curriculum, however, the child from an upper-class family has knowledge that does.

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