Nottingham Education Network

NEN Explain: Cultural Capital

Cultural Capital

What is Cultural Capital, and what does it mean for early years practitioners and the education sector? These are two questions that educational practitioners have been thinking about and asking since this term gained popularity in its inclusion within the Education Inspection Framework (EIF) in 2019.   

The term Cultural Capital as, Ofsted (p31, 2019) states, is the essential knowledge that children need to be educated citizens. In addition, Ofsted (2019) explains that cultural capital is the knowledge, skills and understanding children need to prepare them for their future within education, the workforce and, more broadly, the wider world.   

Simply put, cultural capital is not a physical skill or a compendium of common or specific knowledge within life. Instead, it is the overall knowledge, skills and behaviours that a person develops based on their lived experiences through the opportunities they have offered and available to them. This means that an individual’s cultural capital is unique, ever-changing and flexible to their world. 

Another aspect that is important to remember is that cultural capital is not something that can be acquired once. However, the aspects such as the knowledge, skills and behaviours associated with cultural capital can be. Still, the term itself is based on the assumption and idea that it is an accumulative and adaptive process that can and does take a lifetime to develop. Ever evolving, developing, regressing and growing through each experience an individual is exposed to.    

The theory behind the term

As mentioned, this term is not new. It first appeared in the work of French sociologist Pierre Bourdieu in the 1960s to explain his research into the differences in educational achievement amongst children in France. 

Bourdieu defined Cultural Capital as the knowledge, skills, values and experiences that provide advantages and help an individual to get ahead in life. This view of culture capital today almost mirrors the manner in which Ofsted views and uses the term. Therefore, educational settings must be aware of what they offer and what they can offer in order to develop their children’s and pupils’ Cultural Capital to close the increasing attainment gap within the UK and specifically that of the English education system. 

Alongside the term Cultural Capital, Bourdieu also used the term Habitus. This is the cultural framework for a child’s family and environment. This simply means the norms, values and ideas that are linked with a person’s social class. For example, a person’s ‘habitus’ is the place or group of people they feel most comfortable in, where they have a sense of belonging and feel relaxed and welcome. 

Within his theory, Bourdieu also identified three areas in which sources of cultural capital can be gained, enhanced or developed. These sources are objective, embodied and institutionalised. 

Objective capital: This capital type is linked to cultural goods, books, and works of art. This is based on an individual’s exposure to external experiences and the procession of cultural objects. 

Embodied capital: This capital type is linked to language, mannerisms, and preferences. This is based on the consciously acquired and the passively inherited attributes of an individual’s self. 

Institutionalised capital: This capital type is linked to qualifications, and education credentials. This is based on acquiring knowledge, skills and understanding in a formalised manner. 

Cultural capital in practice.

Promoting cultural capital in practice within an early years setting or, more broadly, any educational setting is about identifying where you are already doing it and then developing this by including something new.   

However, it is important to remember that in practical terms, Cultural Capital is about providing children with the best possible start to their early education and life. As Ofsted (2019) says, it is the role of the setting to help children experience the awe and wonder of the world in which they live.  This is achieved by developing a curriculum that provides and enhances the experience and opportunities available to children, particularly the most disadvantaged. 

So how can Early Years Practitioners promote cultural capital? 

In practice, cultural capital broadens a child’s horizons. 

A more in-depth exploration of this topic can be found here: NEN Discuss: Cultural Capital

Reference list

Ofsted, 2019. The Education Inspection Framework. London: Ofsted https://feweek.co.uk/wp-content/uploads/2019/05/Education_inspection_framework.pdf