Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/36292

Title: Disability, Special Educational Needs, class, capitals and segregation in schooling: a population geography perspective
Authors: Holt, Louise
Bowlby, Sophie
Lea, Jennifer
Keywords: Cultural capital
Social capital
Special Educational Needs and Disability
Schools
Disadvantage
Poverty
Issue Date: 2018
Publisher: © Wiley
Citation: HOLT, L., BOWLBY, S. and LEA, J., 2018. Disability, Special Educational Needs, class, capitals and segregation in schooling: a population geography perspective. Population, Space and Place, [in press]
Abstract: This paper investigates the spatially variable schooling of young people with Special Educational Needs and Disability (SEND), and interconnections with class and capitals, using analysis of the School Census, and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people with SEND labels are not poor. Second, social class, capitals, and SEND intersect in ways which relatively advantage young people from more affluent and educated families, who gain access to specific labels and what is locally considered the ‘best’ education. Third, we conceptualise school spaces as differently ‘bounded’ or ‘connected’, providing different opportunities to develop meaningful relationships and qualifications, or social and cultural capital, rather than focus on the type of school (‘special’, separate schools for students with SEND; or ‘mainstream’ local schools). What are locally considered to be ‘the best’ school spaces are connected and porous, providing opportunities to develop social and cultural capital. Other school spaces are containers of both SEND and poverty, with limited opportunities to acquire social and cultural capitals. Overall, we suggest that the intersecting experience of SEND, class and capitals can (re)produce socio-economic inequalities through school spaces.
Description: This paper is closed access until it is published as Gold Open Access.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/36292
Publisher Link: https://onlinelibrary.wiley.com/journal/15448452
ISSN: 1544-8444
Appears in Collections:Closed Access (Geography and Environment)

Files associated with this item:

File Description SizeFormat
educational inequalities.pdfAccepted version293.97 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.