The very form our research takes tends to confirm the beliefs underlying the organization, transmission and evaluation of knowledge by the school. Research proceeds by assessing the criteria of attainment that schools hold, and then measures the competence of different social groups in reaching these criteria. We take one group of children, whom we know beforehand possess attributes favourable to school achievement; and a second group of children, whom we know beforehand lack these attributes. Then we evaluate one group in terms of what it lacks when compared with another. In this way research unwittingly underscores the notion of deficit and confirms the status quo of a given organization, transmission and, in particular, evaluation of knowledge. Research very rarely challenges or exposes the social assumptions underlying what counts as valid knowledge, or what counts as a valid realization of that knowledge."