Equality, Class and Power: A case study

Hatton E.J. (1985) Equality, Class and Power: A case study. British Journal of Sociology of Education, 6 3: 255-272. doi:10.1080/0142569850060301

Author Hatton E.J.
Title Equality, Class and Power: A case study
Journal name British Journal of Sociology of Education   Check publisher's open access policy
ISSN 1465-3346
Publication date 1985-10-01
Sub-type Article (original research)
DOI 10.1080/0142569850060301
Volume 6
Issue 3
Start page 255
End page 272
Total pages 18
Language eng
Subject 3304 Education
3312 Sociology and Political Science
Abstract Connell et al. (1982) distinguish between ruling class schools which are articulated with their clients through a market and working class schools which are articulated with their clients through a bureaucracy. These distinct kinds of articulations between schools and clients feature in a subsequent explanation of inequitable distributions of educational benefits which explanation suggests certain equalitarian policies. However, the explanatory model is too simple. There is a significant third category of articulation which this paper identifies and describes. Indeed, this third category is the means by which government schools are co-opted by the professional classes and transformed into the functional equivalent of almost totally subsidised private schools. This paper provides a case study of an instance of this third kind of articulation and exposes the various and subtle processes in which the articulation consists. It is also argued that the existence of this third category of articulation in government schools positively harms pupils in government schools articulated bureaucratically.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
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Citation counts: TR Web of Science Citation Count  Cited 15 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 21 times in Scopus Article | Citations
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