SCLY2: Topic 1 (key terms)
- Created by: Holly Cooper
- Created on: 17-03-13 20:06
L | F | A | F | C | U | L | T | U | R | A | L | C | A | P | I | T | A | L | F | J |
M | M | O | C | R | W | F | R | D | D | V | V | W | X | M | X | I | P | Q | X | V |
U | S | E | M | I | S | K | I | L | L | E | D | C | H | O | O | S | E | R | S | X |
C | U | L | T | U | R | A | L | D | E | P | R | I | V | A | T | I | O | N | K | B |
M | Y | R | E | T | W | S | T | D | A | Y | R | R | G | S | I | C | I | G | B | W |
J | D | Y | H | W | H | N | D | F | K | V | W | E | R | E | X | J | U | X | S | E |
O | E | L | A | B | O | R | A | T | E | D | C | O | D | E | Q | I | G | C | Y | A |
Q | O | M | L | N | A | U | M | S | F | G | T | O | N | G | W | S | A | D | K | E |
S | E | J | J | X | S | E | R | A | W | C | C | F | B | X | N | W | V | A | B | X |
Q | U | U | H | O | S | J | T | D | A | D | A | O | T | K | Y | O | O | N | Q | H |
P | Y | W | C | D | N | A | A | F | E | O | F | W | W | W | O | J | R | A | C | P |
M | Y | W | E | U | L | C | L | T | D | S | N | C | X | R | B | T | O | Q | K | I |
F | I | U | L | I | X | A | C | C | Q | M | K | E | P | E | F | M | W | P | F | A |
N | O | I | S | O | N | I | X | B | I | O | Y | O | H | A | M | L | V | E | P | R |
N | S | M | C | R | R | C | O | L | L | E | C | T | I | V | I | S | M | R | H | W |
C | B | C | E | T | D | J | G | K | R | T | N | Q | S | A | W | J | D | S | J | U |
D | F | T | S | G | E | X | T | E | R | N | A | L | F | A | C | T | O | R | S | E |
B | N | E | A | S | F | R | J | M | R | C | L | G | J | A | S | F | V | H | D | J |
I | R | D | R | P | R | X | P | M | I | O | D | N | V | F | U | I | I | S | D | W |
Q | C | V | D | T | V | X | G | M | S | R | O | V | N | U | F | R | B | T | J | F |
S | F | E | A | X | Q | D | K | V | M | H | L | X | C | M | B | B | J | C | L | F |
Clues
- Belief in fate -- 'whatever will be, will be' & there's nothing you can do to change your status. Contrasts with M-C values which emphasise that you can change your position through your own efforts (8)
- Factors outside education system e.g. influence of home & family background & wider society. (8, 7)
- Factors within school & the education system e.g. interactions between pupils & teachers, & inequalities between schools. (8, 7)
- Knowledge, attitudes, values, language, tastes & abilities that M-C transmit to their children. (8, 7)
- Mainly W-C parents, ambitious for their children. However, they lacked cultural capital & found it difficult to make sense of the education market, often having to rely on other people's opinions about schools (4, 7, 8)
- Theory that many W-C & black children are inadequately socialised & therefore lack the 'right' culture needed for educational success. (8, 11)
- Typically used by M-C. Wide vocab & based on longer, grammatically more complex sentences. Context-free: speaker doesn't assume listener shares same experiences, tries to spell out their meanings explicitly for listener (10, 4)
- Typically used by W-C. Limited vocab & based on use of short, often unfinished, grammatically simple sentences. Context bound: speaker assumes listener shares same set of experiences (10, 4)
- Valuing being part of a group more than succeeding as an individual. Contrasts with M-C view -- individual should not be held back by group loyalities (12)
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