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I was born in a little village in an affluent area. Although my family are predominately working class, living in such a nice privileged area enabled me to attend a good quality, small village school.

There was only seven people in my year group and I had the same two teachers throughout the whole of my Primary education.

I progressed onto a Grammar School education and I do sometimes wonder if that would have been my route if I had been born in a bigger town or city. Reading Diane Reay's work has made me question my identity as a working class pupil in a predominately middle class school. Although her work is generally based around university identity, it has got me thinking about how I felt as the only child from a council house attending the school. I doubt I realised for the majority of my Primary education, due to my age, but by the latter years I did notice that I was unable to do the out of school activities my peers were doing. I remember not having the newest toys and holidays that the other children had.

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He offers a unique theory for analysing POWER in development and social change processes. He discusses Habitus, which are: socialised norms or tendencies.

Habitus is ‘...the way society becomes deposited in persons in the form of lasting dispositions, or trained capacities and structured propensities to think, feel and act in determinant ways, which then guide them.’ (Navarro 2006, p.16).

His theories of 'cultural capital' could explain the hidden causes of social inequality, as it '...provides the means for a non-economic form of domination and hierarchy, as classes distinguish themselves through taste’ (Gaventa 2003, p.6).

+ Bourdieu's theories are backed by many empirical studies, his research is extensive.
+ He suggested that 'Careful analysis can help to reveal the power relations that have been rendered invisible by habitus and misrecognition' (Navarro 2006, p.14).
- Coleman suggests that social capital is functional for society and individuals???

References:
Navarro, Z. (2006), ‘In Search of  Cultural Intepretation of Power’, IDS Bulletin 37(6): pp. 11-22.
Gaventa, J. (2003), 'Power after Lukes: a review of the literature', Brighton: Institute of Development Studies.

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Ethnic minorities and women are not represented in the current curriculum.
Although I do agree that there should be some effort to be diverse in the curriculum and to appreciate past contributions to society from all cultures, it could be questioned:

Looking at these ideas with a practical view:

Would changing which historically influential humans we study really improve education provision or increase the amount of learning that takes place?

I know from my experience that I rarely consider the sex or ethnicity of an author when using iSearch, for me it is more about what I can learn from the paper.
Although this had made me see the whiteness of society and I totally agree that it needs to change, it is not something I personally feel strongly about.

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Comparative analysis

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A world of nonsense - Noam Chomsky, Janice Moulton, Claire Fox, Henry Giroux

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A world of nonsense - Noam Chomsky, Janice Moulton, Claire Fox, Henry Giroux

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Freedom of speech...what does this mean for education??

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Boroditski - The language we use shapes the ways we think, but also it shapes how others think. Institutions are influenced by what we say/think.
Gramsci - Cultural hegemony (we accept decisions made by culture and society.(we don't challenge it (axiomatic)
Barad - language has too much power
Personal ontology is how you see knowledge is learned.
Gramsci, Barad and Bourdieu all say we don't challenge enough.

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Illich (1971), an influential educationalist, suggested that education should be a community based process featuring the sharing of knowledge; advocating equal access to education for all. Illich’s theories were contested, especially by those who supported the educational institutions. Zaldívar (2011, p.3) researched educational authors’ views on Illich’s ideology, advising that ‘…even if considering Illich’s critique creative, most of the authors took the opportunity to defend schools in their articles; in fact, the alternatives offered by Illich were often disqualified, seen as utopian and with no practical direction or application.’

I have previously attempted online courses and found that I require educational institutions to stay focused and disciplined, however, I do find that I learn best when the topic is something I am interested in.

I felt most engaged in Illich's ideas on peer matching social networks whereby, a learner with a particular interest could be matched up with someone knowledgeable in that particular area, creating a positive learning environment.