Under-stated powerhouses: Scottish independent schools, their characteristics and their capitals

Forbes, Joan; Weiner, Gaby

doi:10.1080/01596300802410235

Cited by 21 publications

(18 citation statements)

References 6 publications

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“…Earlier SISP analyses show how schools are shaped by social capital resources, social class discourses, practices and power (see e.g. Forbes and Weiner 2008;. We are cognisant of the specific social, economic, cultural and historic contexts of elite schools, for example, that they are not homogeneous but have differentiated characters and ethos (Howard 2008;Gaztambide-Fernández 2009;van Zanten 2010).…”

Section: Powermentioning

confidence: 97%

“…on the schools' characteristics and their capitals from analyses of their website texts (Forbes and Weiner 2008), the schools' sport, physical education and multiple capitals (Horne et al 2011), and the effects of these schools' prevailing spatio-temporal boundaries for advantage and in/exclusion led the researchers to identify and reflect on the limitations of the empirical study in uncovering gender power relations in the research spaces in schools. To address this, the reflexive method was developed which is the focus of this paper.…”

Section: Powermentioning

confidence: 99%

“…We adapt the model of Bishop and Glynn (1999) which views power not exclusively as hierarchical and top-down but rather, as having different dimensions that cut across and 'knot' together (see also Forbes and Weiner 2008;Frazer 2008, andcf. Connell's (2005) model which analytically distinguishes gender regimes across four dimensions including relations of power).…”

Section: Powermentioning

confidence: 99%

“…Project ground-clearing work involved developing an overview of the independent schooling sector in Scotland by a number of means: through meetings with key experts on the sector and on Scottish education more widely (Horne et al 2011); identification and classification of the range of independent schools in Scotland; and analysis of how this fraction of schools represented themselves in their websites, prospectuses and related literature (Forbes and Weiner 2008).…”

Section: Powermentioning

confidence: 99%

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Gender power in elite schools: methodological insights from researcher reflexive accounts

Forbes

Weiner

2013

Research Papers in Education

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The main task of this paper is to understand the methodological insights from researchers’ reflexive accounts about the production of gender in the specific practices of three Scottish elite schools. Accordingly, the paper poses three questions: How is gender re/constructed through the specific practices of these elite schools? What insights into these specific school gender regimes are offered in researchers’ reflexive accounts? What methodological insights are gained for future such studies? The paper opens with a discussion of gender policy in Scotland which suggests that the country’s policy and governance take little account of gender, equality and in/exclusion issues, in particular their intersectional nature. The methodology for the wider study from which this paper emerges is then outlined followed by the methodology for this researcher reflexive sub-study. Then, the data relating to the three schools’ gender practices’ regimes and the researchers’ reflexive data are presented and analysed. The paper concludes by delineating a number of important gender power issues which the researcher reflexive accounts highlight and argues that the insights thus gained will aid the development of gender and power sensitive methodology

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Section: Powermentioning

confidence: 97%

Section: Powermentioning

confidence: 99%

Section: Powermentioning

confidence: 99%

Section: Powermentioning

confidence: 99%

See 2 more Smart Citations

Gender power in elite schools: methodological insights from researcher reflexive accounts

Forbes

Weiner

2013

Research Papers in Education

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“…Relevant here are Rawls' two principles: equal basic liberties for all; and the regulation of inequalities to advantage the least advantaged [50]. Following Foucault [52], we use the term 'power/knowledge' to examine how policies aimed at tackling multiple socio-economic inequalities for children in Scotland benefit particular social fractions [10,53].…”

Section: Methodology-a Critical Theoretical Interpretive Lens and Framentioning

confidence: 99%

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Forbes

Sime

2016

Education Sciences

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Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants' lived social lives.

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Problematising teachers' accounts of privilege in elite high schools

Pinto‐Dror,

Shoshana

2024

British Educational Res J

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The research question at the core of this paper concerns how teachers in elite Israeli high schools explain their educational work in this context, given its central role in establishing and perpetuating privilege in the current polarised era. To answer this question, we conducted 28 interviews with teachers from three elite high schools in Israel. The findings reveal three ways teachers justified their educational work in elite schools: cultivating the ‘serving elite’, helping shape elite students' leftist political orientation and future voting behaviour (emphasising the idea that political leftism serves as a mitigating force against the excesses of plutocracy) and fulfilling elite children's right to a level of education commensurate with their ability. The discussion problematises these justifications by highlighting their features, which, in turn, contribute to a complex understanding of how privilege functions and how advantages and inequality are produced and perpetuated in exclusive and exclusionary elite spaces.

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Under-stated powerhouses: Scottish independent schools, their characteristics and their capitals

Cited by 21 publications

References 6 publications

Gender power in elite schools: methodological insights from researcher reflexive accounts

Gender power in elite schools: methodological insights from researcher reflexive accounts

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Problematising teachers' accounts of privilege in elite high schools

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