Cultural dimensions of decisions about educational participation among 16-19 year-olds: the parts that Tomlinson doesn't reach

Furlong, A. (2005) Cultural dimensions of decisions about educational participation among 16-19 year-olds: the parts that Tomlinson doesn't reach. Journal of Education Policy, 20(3), pp. 379-389. (doi: 10.1080/02680930500117362)

Full text not currently available from Enlighten.

Abstract

The continued increase in levels of educational participation and patterns of attainment among young people from less advantaged social backgrounds suggests that class cultures can no longer be seen as providing significant barriers to educational progression. Indeed, it can be argued that this increase in educational participation has been facilitated by a processes of cultural convergence in which the benefits derived from qualifications are more or less universally acknowledged. At the same time, it is clear that some young people are put in positions at school that effectively promote processes of cultural resistance as survival strategies. This paper provides an overview of some of the ways in which class cultures impact on patterns of educational participation. It draws on three recent studies in an attempt to differentiate barriers to educational progress that can be tackled through school reforms from those that originate or are constantly reinforced in the community. In the light of these observations of the cultural dimensions of the educational decisions of 14- to 19-year-olds, a brief assessment is made of the likely impact of the Tomlinson proposals.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Furlong, Professor Andy
Authors: Furlong, A.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education
Journal Name:Journal of Education Policy
ISSN:0268-0939
ISSN (Online):1464-5106

University Staff: Request a correction | Enlighten Editors: Update this record