“Too often a child’s life chances are shaped by where they went to school and where they’re

growing up, and we shouldn’t accept that” (Greening, 2017). Low socio-economic situation

(low SES) for students in greater Western Sydney (GWS) can have an adverse effect on

students through social exclusion and inequality in schooling. Educational inequalities and

decreased access to place-based approaches to education can have a negative impact on

educational outcomes. Some key terms that appear in the research include: social

practice/theory; habitus, capital, and field; and place-based education (PBE). A definition of

GWS is useful in examining the links between the theory applied to applicable research.

Western Sydney University (2017) defines GWS as the region running between Windsor and

Campbelltown (north to south) and Parramatta to Penrith (east to west) and is made up of

fourteen local governments. The GWS population is about two million, of which, more than

one third come from overseas. Some schools in GWS report discipline and participation

problems which is attributed to the area’s high proportion of low income families. The area

also recognises above average unemployment, below average salary levels and considerable

levels of mortgage and rental stress.

Ferfolja, Diaz & Ullman (2015) recognise that social class and education are

inextricably linked in the findings of Pierre Bourdieu’s social practice/theory. Bourdieu’s

theory is useful to teachers in helping to comprehend how relations of power are evident in

the education sphere. According to Bourdieu, inequalities exist within educational discourses,

policies and pedagogies. Recognising this, Bourdieu’s theory empowers educators to ponder

their position and ability to promote equitable learning opportunities. The first key idea that

Bourdieu’s social theory explores is the concept of ‘capital,’ including: social; cultural; and

economic. These forms of capital can be exchanged and converted from one to another.

Cultural capital is acquired through “knowledge, language, skills, family background and

taste” (Ferfolja, Diaz & Ullman, 2015, p. 11), these are privileges which certain people obtain

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throughout their life. Economic capital is comprised of monetary wealth which is exchanged

for things like property and resources. Although, high economic capital does not always

equate with a high social capital unless that wealth is formally recognised by the necessary

social processes. This then leads to increases in social capital giving access to social

networks, institutions and resources that were once unavailable to the individual. The second

concept Bourdieu explores is ‘habitus’ and helps to understand the conversion of capital from

one type to another. Glaesser & Cooper (2014) recognise habitus as a system of ingrained

ways of behaving accumulated through lived experiences. These predispositions vary

between individuals from different social classes because of the way environment impacts on

the production of habitus. These predispositions have lasting effects on individuals and their

attitudes towards curriculum, pedagogy and assessment. They also influence how schools

interact with children from various class backgrounds. For example, children from working

class families often struggle at school because their habitus doesn’t align with the

institution’s assumptions and beliefs, as a result these groups are likely to encounter problems

throughout their schooling career. Ferfolja, Diaz & Ullman (2015) highlight social ‘fields’ as

Bourdieu’s third important concept in social practice/theory and is constituted in

comprehensive institutions like education, media, health, the arts and popular culture. The

authors state that “fields also exist in relationships, events, topics, social situations and

interactions” (Ferfolja, Diaz & Ullman, 2015, p. 12) characterised by the reproduction of

cultural and material practices within culture and society. Regarding power, those who

construct the field have the most power within that field, this gives them an advantage

because they effectively own the rules. Capital comes back into focus here as advantage is

driven by resources that are necessary in assigning privilege within the field.

Deringer (2017) attempts to provide an understanding of PBE, highlighting that it

aims to de-isolate educational discourse and practices that perpetuate schooling as a placeless

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institution or ignore the aspect of community in education. Furthermore, it incorporates the

method of utilising local community and environment as a starting point of teaching concepts

across different curriculums. Critical thinking around an individual’s condition facilitates an

understanding of PBE. This type of education urges students to leave behind prior knowledge

about their home and neighbourhood to think critically about the diversity of their community

and engage with it to solve tangible problems in society at a local level. PBE stresses school-

community engagement as a means of making information more accessible to students by

making complex problems more relevant and familiar to students by contextualising or

transplanting the problem into their community. PBE also promotes healthy relationships

between students and local environment to increase awareness of environmental issues in

their community and promote environmental responsibility. Lastly, regarding PBE, social

justice becomes a recurring theme as it aims to increase community interest in biological and

cultural diversity and is an opportunity for the institution of education to create a more just

society through its identification of injustices and endorsing a homegrown consideration for

others. Through this understanding of PBE, the following quote by the Organisation for

Economic Co-operation and Development (OECD) elevates the importance of recognising

low SES as a likely obstacle for students in low SES areas like GWS, “further focus on

reducing inequities by tackling system-level policies hindering equity in education… and

increasing access to education and performance of students from disadvantaged backgrounds

and Aboriginal and Torres Strait Islander students” (OECD, 2015, p.4). Boas & Gazis (2016)

reiterate these notions about education in low SES Australian communities highlighting that

students with the low retention rates, limited engagement and academic underachievement

tend to come from these areas.

Fenwick & Cooper (2012) recognise that in the western education world there is a

habit of lowering expectations, simplifying curriculum and a focus on behaviour management

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for low SES students. This has resulted in limiting these students’ opportunities for learning

and reproducing the inequalities that have shaped their education. This research coming from

the US has driven much change and reform in education in the Australian context by

improving pedagogy with standards-based reform to curriculum, for example, with the

introduction of the Australian National Assessment Program for Literacy and Numeracy

(NAPLAN). In this framework, successful teachers will be able to facilitate the learning of all

students by identifying the prior learning of students, defining clear learning goals, using

diverse approaches to education to reach common standards, also providing personal

feedback to individual students and encouraging student reflection on learning.

Smith (2017) applies Bourdieu’s theory of social practice to the educational

opportunities of low SES students in the US highlighting that children who grow up in

middle or upper-class households are granted access to ‘educated’ language, a form of

cultural capital that is denied to poorer families. This language is part of the dominant culture

in society and is a privilege that low SES families are less able to access and as such are

disadvantaged when participating with students who are a part of that dominant discourse in

schools or the workplace. Smith (2017) identifies how Bourdieu’s theory reproduces a

cyclical nature of schooling in low SES communities. Firstly, a parent’s cultural capital is

inherited by their children and that cultural capital is exchanged for educational credentials,

these educational credentials become an important mechanism of social identity. It is

apparent that this cycle is difficult to break into for lower class families and an easy cycle to

fall into for wealthier families. Attributes of cultural capital, or habitus, includes a diverse

system of ‘educated’ language like socially specific manners, preferences and orientations

that can be distinctly subtle and take years to attain and, in the end, contribute to a person’s

identity, especially upon entering the educational sphere. At this point, educational success

could depend on whether a child has mastered these modalities of cultural and language

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socialisation and enhances their overall level of cultural capital. Jæger (2011) extends the

notion of cultural capital relative to educational success recognising that the educational

system is intended to reward cultural capital. It reproduces a systemic issue that misinterprets

cultural capital as a manifestation of academic intelligence. The bias results in accumulative

returns for culturally wealthy students as they receive favour from educators and peers who

see these traits as desirable in a student. This results in better academic development as they

receive preferential treatment and are uplifted in the educational setting.

Johnstonbaugh (2017) recognises that students from low SES backgrounds face

further disadvantage as they experience psychological issues stemming from feelings of

inferiority and isolation that arises from a lack of economic capital. The author introduces us

to Bourdieu’s concept of ‘causality of the probable’, a psychological process where people

who are disinclined to see their potential for success adjust or lower their aspirations to what

they see as possible for them. To combat this, policy-makers have suggested increasing

access to scholastically better schools for low SES students. This allows disadvantaged

students access to higher quality teachers who have higher expectations of students, set

homework and challenging curriculum to raise students’ expectations of themselves. These

schools also provide contact with resources, facilities and educational professionals once

unavailable to them. A sense of belonging is a major issue when it comes to low SES students

integrating into these higher-performing schools. Students may develop a sense of isolation

within the school or resentment towards their education when they are faced with inequalities

that impede social cohesion. Also, it has been observed that low SES students in higher-

performing schools will reject extra-curricular activities to reduce the financial burden they

feel they will be placing on their parents.

By examining low SES communities in the GWS region it has become apparent that

class plays a distinct role in determining a child’s success in the realm of education.

Rhys Casey, 17501066 Diversity, Social Justice and Learning Due date: 29/8/18 @5pm
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Furthermore, exploring this paradigm through the lens of Bourdieu’s social practice theory

and the concepts of habitus, capital, and field, as well as the notion of place-based approaches

to education in GWS, researchers can observe the disadvantages that are apparent for low

SES families in this region. While it is not always the case for low SES students, social

exclusion and schooling inequalities may arise as a result and it is up to the policy makers

and education professionals to recognise these issues and make change for social justice, such

as through Australia’s introduction of standard-based practice, ie, NAPLAN, to diminish the

educational gap between classes. Examining a school’s community is also likely to improve

educational outcomes for low SES students by contextualising curriculum within their

immediate world view to create relevance and understanding through personal engagement

with content. Retention rate and underachievement for students are issues that also come to

the forefront in areas of low SES which can be addressed by raising the bar for these students

regarding educational expectations, encouraging reflection on learning, and providing

feedback to students. It is the goal of Australian educators and policy makers to cater to the

needs of a diverse cohort of learners and challenging each student to exceed the expectations

of society and the insecurities instilled in them by society according to Bourdieu’s theory of

social practice.

Rhys Casey, 17501066 Diversity, Social Justice and Learning Due date: 29/8/18 @5pm
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 References

Boas, E. & Gazis, S. (Eds.). (2016). The artful English teacher: Over 100 practical strategies

for the English classroom. Kensington Gardens, SA: Australian Association for the

Teaching of English.

Deringer, A. (2017). Mindful place-based education: Mapping the literature. Journal of

Experiential Education, 40(4), 333-348. Doi: 10.1177/1053825917716694

Fenwick, S. & Cooper, M. (2012). Prevailing pedagogies for classes in low SES contexts and

the implications for standards-based reform in Australia. The Australian Association

for Research in Education, 39, 349-361. Doi: 10.1007/s13384-012-0066-8

Ferfolja, T., Diaz, C. J., & Ullman, J. (Eds.). (2015). Understanding sociological theory for

educational practices. Melbourne, Australia: Cambridge University Press.

Glaesser, J. & Cooper, B. (2014). Using rational action theory and Bourdieu’s habitus theory

together to account for educational decision-making in England and Germany.

Sociology, 48(3), 463-481. 10.1177/0038038513490352

Jæger, M. (2011). Does cultural capital really affect academic achievement? New evidence

from combined sibling and panel data. Sociology of Education, 84(4), 281-298. Doi:

10.1177/0038040711417010

Johnstonbaugh, M. (2017). Conquering with capital: Social, cultural, and economic capital’s

role in combating socioeconomic disadvantage and contributing to educational

attainment. Journal of Youth Studies, 21(5), 590-606. Doi:

10.1080/13676261.2017.1406069

Organisation for Economic Co-operation and Development (OECD). (2013). Education

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http://www.oecd.org/education/EDUCATION%20POLICY%20OUTLOOK

%20AUSTRALIA_EN.pdf

Rhys Casey, 17501066 Diversity, Social Justice and Learning Due date: 29/8/18 @5pm
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Smith, S. M. (2017). Discerning ways to better support Hispanic students from low SES

backgrounds at Brophy college preparatory. (Doctoral dissertation). Retrieved from:

https://search-proquest-com.ezproxy.uws.edu.au/docview/1901897567?pq-

origsite=primo

Western Sydney University. (2017). About greater Western Sydney. Retrieved from

https://www.westernsydney.edu.au/rcegws/rcegws/About/about_greater_western_syd

ney

Rhys Casey, 17501066 Diversity, Social Justice and Learning Due date: 29/8/18 @5pm
Words: 1850 Assessment 1: Essay