Teacher Questionnaires 2 : More Research







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Student Interviews 1: A + B

So in these series of interviews I am trying to find student approaches to background knowledge and wider cultural exposure. Do they think it helps, do they attach importance to it, or is there a disengagement with wider cultural work generally? These two students represent students who are from Immigrant families who speak a different language at home and represent students without a wide range of 'high culture' background knowledge. They are both very able academically and have achieved well in most areas at GCSE and at AS level. However they generally seem quite reticent to acknowledge both the need for or the use of wider cultural capital. They also highlight: - Wider knowledge is necessary for coursework and their lessons. Teachers do ask for independent research for example. - They said that often their courses do have words or phrases that they find difficult or understand but in the event of that happening they "just google it or just ask their teache...
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Staff Interviews 4: Hannah Eagleton

Hannah is the Head of Sixth Form and member of the Senior Leadership Team at the school. She is also a subject teacher in Psychology and Maths. Do students lack cultural capital?  "Yes some of our students, and not just our students but my experience in previous schools,  they know a lot about the now and different strands of culture and celebrity culture, but its often historical references they lack". Is cultural capital useful?  "it might be that the only use it serves is to enable them to move on to the next level (in society)" Hannah also explained using an example around the topic of conformity on the psychology curriculum that Cultural capital is useful in the contextual sense around historical time periods. How are we tackling background knowledge in the sixth form currently: - Giving wider reading - Prior knowledge needs to be considered as part of the curriculum in the planning stage. Has the curriculum changed?  "(Maths) Its harde...
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Staff Interview 3: Nancy Matthews

Interview with former Literacy Coordinator, Lead Practitioner in the Teaching and Learning Faculty member, Homework coordinator, English teacher and long serving teacher (since 1997) at Haggerston School; Nancy Matthews. Is there a Gap between student knowledge and what they are expected to know? "Yes!... it becomes very obvious when you teach a student with cultural capital.. they stand out" Nancy exemplified her point of view through a student she taught who gained their cultural capital : ..Through parents jobs, political leanings, reading culture at home led to students having a huge advantage when it came to analysing a text for context. ....Many of our EAL students experience issues because at home their talk is all in other cultures... Nancy talked about the positive impact of the old AQA anthology 'poems from other cultures' and the way in which this opened up a cultural dialogue for many EAL students and students from a wide range of backgrounds. ...
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