Temas políticos

As Power et al. (2003) state, it is becoming more common for middle class parents to seek private schools which are inclusive; perhaps as distinct from what historically was seen as public schools which educated statesmen and the upper- classes. This was also expressed by Ball et al. (2004) who noted that if middle- class parents were opting for a private school, they would prefer one where there was a better mix of people. They did not want to exclude their children from the ‘vast proportion of society’ (ibid.: 233).

In theory, all schools are places which operate in impartial and fair ways so that all students have equal chances to be ‘winners’ if they deserve to be; however, ‘students’ social class has remained a better indicator of whether they will be winners rather than their merit and effort’ (Howard, 2008: 33). It is not only that the school pupils attend or the university that they manage to secure a place, which act as indicators for their future professional opportunities; but it is also how schools prepare poor and affluent pupils for different futures. This is done by ‘teaching the poor the appropriate attitudes and behaviours for becoming good workers and by teaching the affluent the skills that prepare them to manage and control the working class. According to this analysis, school life is almost completely subordinated to the needs of the economy’ (ibid.:18). The myth of meritocracy and the pursuit of equal opportunity rather than equality, as criticised by Michael Young (2008), mean that those from poorer backgrounds still cannot achieve the same levels of success no matter how hard they try. It is very difficult to overcome the disadvantages with which they start their lives.

Khan conducted a study at an elite boarding school in the US, St Paul’s. He describes the privilege students were experiencing:

In looking at seemingly mundane acts of everyday life—from eating meals to dancing and dating—we will see how privilege

becomes inscribed upon the bodies of students and how students are able to display their privilege through their interactions. In being normalised privilege is not seen as a product of differences in opportunities but instead as a skill, talent, capacity— “who you are” (2011: 16).

Similarly, privilege was not something which was discussed at St Aber’s. Everyday practices and spaces - a swimming pool, high-tech labs, trips to India – were seen as part of life, their privileged status rarely questioned.

McIntosh (1989) discusses the effects which white privilege has in daily life, effects which white people usually take for granted, such as the opportunity to see people like you widely represented in various aspects of your life. As McIntosh sees it race is the main criterion which can ensure privilege in everyday life, allowing for dominance of one particular group over others; without necessarily the intent to disadvantage those below the social hierarchy. Gaztambide- Fernandez et al. describe privilege in a similar way:

Privilege is not simply about money, but it is also about the advantages granted to some subjects through the bodies they inhabit, and their ability to enact particular ideological frames and subject positions materially, symbolically, and as we will argue, affectively (2013: 34).

Privilege is mostly luck; however, even if those in privileged positions do not want their actions to be at the expense of others, privilege is difficult to disavow and not benefit from their favourable circumstances (Choules 2006).

Most pupils acknowledged that they are privileged and they discussed it in a manner of shame almost. Hugo mentioned equality as something he felt

passionate about. Therefore, I asked him what he thought about the fact that he went to a private school, which afforded him certain advantages.

Actually, we were talking last night over dinner about money and the link of money and happiness and how, you know, we are in the top 1% or whatever of people in the world who have money and stuff and yeah, just, also my family take me travelling quite a lot so I will see the poverty in other countries like in India or China, Sri Lanka and stuff like that, so I know I am privileged. Yeah yeah we always bring that up [with my family]. That we should be grateful and we should see that, when we talk to others and talk to other people.

I found it interesting that Hugo referred to his privilege in relation to people in Sri Lanka or China, places which were far away, ignoring the fact that the UK had increasing numbers in poverty. However, despite such discussions it was rather difficult for pupils to move away from their privilege, as this was all they had experienced. I raised the point of privilege and their education compared to state schools, during a focus group. These are some of the collective responses:

Simon: I wouldn't say that people who go to state schools don't have any opportunity, because a lot of my friends, most of my friends from primary school, ended up going to a state school. And they, sort of, at least two of them managed to get into Oxbridge. But going to a private school is an additional advantage, it’s something that puts me a level above other people who might be at the same ability, of natural ability, as me. And purely on the basis that my parents, or their family, are more wealthy I get more opportunities, which I believe is a bit unfair, but there is not much I can do about it.

Jeremy: I think it is what you make of the opportunities. In my year at All Saints I was very different, I was the only pupil to go to private school. And then I do feel it is the opportunities which you create for yourself. I don't think going to a state school inhibits you in many ways. It is more what you put in. I am a strong believer that whatever you put in, you take out.

Olivia: I definitely think I am privileged. I think that I really am for the sort of advantage I have and the private education I have got and the work ethic that instils in you, more because of the support I have because of my family as well. I know I am privileged and not everyone has the same background. I mean I don't want to take too much out of my own credit as well but this is part of the reason why I am going to university. For a lot of people in this country, especially now that they have cut grants and stuff, university is not even an option and I think what we have an issue with in the UK and especially London is the gap between the middle class and, you know, people with less wealth. It just would seem insurmountable because there is such a large divide and with that the best way to counter that is education. And if they are taking money away from education they are only going to make it more elitist and more unachievable. It puts more and more people off university and the chance of bettering themselves. I just find that really illogical.

Oliver: I would say I think there is obviously a sense of privilege in terms of schooling, or I have grown up without being, we were maybe a little more well off than other people. But I wouldn't say, it would be hard to say you are not privileged

compared to that go to the state school, some people have to go to the local comprehensive I guess.

Iro: Would you describe St Aber’s as a bit of a bubble then? Oliver: Erm…it’s not something I have thought about. I don't really understand how it can be a bubble.

Iro: Well because, for example, have you been to Brixton? Oliver: Yeah

Iro: Does it look like St Aber’s?

Oliver: Well, no, but it is the area. You could say Mawerley is a bubble. As is the whole of the south west in itself.

There are several points which students made in the above passages. Their views ranged from feeling extremely privileged to not really believing their circumstances would make a difference to their lives later on. it can be argued that some of the views they shared come from sensationalist stories which they might see in the media. The fact, for example, that you make your own opportunities. There is also some allusion to the neoliberal ideas of making it for yourself, despite your background. It can be argued that perhaps some of them felt like that because their families had these experiences.

Conclusion

This chapter has looked how St Aber’s approach to education has marketed the school as a place where the emphasis is on creating well-rounded individuals and equipping the pupils with character traits which can make them competitive in the market force. The Head Master, the main driver of these changes, described his vision of the school, and through this portrayal I argued that it is this vision and his approach which has transformed the school, along with wider

changes in Mawerley. The emphasis on co-curricular activities has been discussed by pupils and teachers and it was argued that activities which happen alongside the curriculum are of substantial benefit to the pupils but require both a commitment to what the school promotes and also confine St Aber’s’ pupils in a white, middle-class bubble of privilege, as most of their social encounters happen within the school or with those in and around Mawerley, who are also similar to them: socially, culturally and economically. In the following chapter I analyse some themes which were related to values more broadly and how they shaped pupils’ understandings and views. The next chapter will look at one of the main themes which emerged: the introduction of the teaching of Fundamental British Values in schools.