#key terms

A

Anti-school subcultures - Typically the working class who feel negatively towards school, rejecting the school rules.

C

Collectivism - The working class valuing being part of a group more than succeeding as individuals (Sugarman).

Compensatory education - Government schemes to minimise inequalities, e.g. Excellence in cities.

Crisis of masculinity - As women are now taking on breadwinner roles and leading independent lives, boys are becoming uncertain of their position and role in society.

Cultural capital - How the dominant classes habitus is imposed on the education system, giving members of the dominant class an advantage (Bordieu).

Cultural deprivation - How members of the working class lack cultural capital.

Cumulative effect - How being materially deprived ‘builds up’, e.g. a low income will lead to a poor diet, to poor health, to more absences from school, to a lower educational attainment.

E

EMA - Educational Maintenance Allowance was a government scheme giving 16-19 year olds up to £30 per week to encourage children to stay in further education and reduce inequalities.

Ethnocentric curriculum - How the school system reflects the values of only one culture.

External factors - Factors that occur outside of the school, e.g. material and cultural deprivation.

F

Fatalism - A ‘what will be, will be’ perspective and a working class belief that there is nothing you can do to change your status (Sugarman).

Formula funding - A government policy to give schools a certain amount of money per pupil to improve the quality of schools.

G

GIST - Girls Into Science and Technology is a government scheme aiming to encourage girls to take up science and technology based subjects in schools.

Globalisation - The increasing interconnectedness between societies across the globe.

H

Habitus - Each social classes set of norms and values.

Hidden curriculum - Things that are taught in schools to form a passive and obedient work force, e.g. punctuality, attendance, hierarchies (Bowles and Gintis).

I

Ideological state apparatus - Transmits capitalist ideologies via structures such as the education system, religion and the family (Althusser).

Immediate gratification - The working class seek pleasure immediately rather than making sacrifices to attain future goals (Sugarman).

Internal factors - Factors that occur within the school, e.g. labelling, streaming and subcultures.

L

Labelling - Giving someone a label based on a stereotype and treating them accordingly.

Laddish behaviour - Boys acting loud, distracting and not conforming to school rules (Willis).

Ladette behaviour - Girls who now take on the same stereotypical behaviour as these ‘lads’ (Jackson). 

League tables - Show the results of all schools either locally, across the country or globally.

M

Male gaze - In the classroom, boys will expect girls to act in a ‘feminine’ way, discuss their appearances and talk about them sexually. This reinforces dominant masculinity and devalues femininity (Mac and Ghaill).

Marketisation of education - Forcing competition between schools through league tables, exams and OFSTED to drive up standards (Chubb and Moe).

Material deprivation - Poverty among the working class meaning that basic resources and services are unaffordable.

Meritocratic - Everyone has equal opportunities. (Parsons)

Myth of meritocracy - Meritocracy is a myth taught to keep people compliant (Bowles and Gintis).

Myth of parentocracy - Middle class families have economic and cultural capital allowing them to send their children to better schools whilst the middle class still get left behind (Gerwitz and Ball).

P

Parentocracy - The idea that parents have the informed choice of what school to send their children.

Present-time orientation - The working class seeing present time as more important than the future so they don’t have long-term plans (Sugarman).

Pro-school subcultures - Typically the middle class who feel positively towards school and accept the school rules.

Pupil premium - Extra funding for disadvantaged pupils to reduce inequalities.

R

Role allocation - People are sorted and sifted into job roles that they are suited to (Davis and Moore).

S

Self-fulfilling prophecy - When a label given to someone so internalised and they behave the way they are expected to.

Streaming - Putting students in different teaching groups based on their perceived ability.

Speech codes - The language that someone uses based on their class; either informal (restricted) or formal (elaborated) (Bernstein).

Subcultures - A group of people with shared norms and values.

T

Tripartite system - The government policy that split schools into 3 types: grammar, technical and secondary modern.

W

Japanese Religion - Terms To Know When Visiting A Shinto Shrine

Many visitors come to Japan to see the historical shrines that dot the landscape, but there is some basic vocabulary to learn if you want to truly appreciate the different aspects of Japanese beliefs. Here are key points to know at Shinto shrines.

LOCALISATION OF FUNCTION - theory that different areas of the brain are responsible for different processes, behaviours or activities

MOTOR AREA - region of the frontal lobe involved in regulating movement

SOMATOSENSORY AREA - area of the parietal lobe that processes sensory information (E.G. touch)

VISUAL AREA - part of the occipital lobe that receives and processes visual information

AUDITORY AREA - located in the temporal lobe and concerned with the analysis of speech-based information

BROCA’S AREA - area of the frontal lobe in the left hemisphere responsible for speech production 

Diphthong: Two vowel sounds occurring in the same syllable e.g cow (kah-oo), eye (ah-ee).

Centralised diphthong: Diphthongs articulated with the tongue body in the centre of the mouth.

Demand Characteristics: A demand characteristic is a subtle cue that makes participants aware of what the experimenter expects to find or how participants are expected to behave. Demand characteristics can change the outcome of an experiment because participants will often alter their behaviour to conform to the experimenters expectations.

Dialect: A variety of language distinguished from other varieties of the same language by features of phonology, grammar and vocabulary. A dialect is distinguished by its speakers, and their geographic and social whereabouts.

Phonological Change: Any sound change which alters the number or distribution of phonemes in a language over time.

Monothong: A vowel that has a single perceived auditory quality.

Glottal Stopping: Glottal stopping is the dropping the 'g' sound in words like 'runnin'.

Far and away, the issue that the most people struggled with was identifying "key terms."

The whole category of "words in English" is not in play here. For a word or phrase to count, it has to be not just "a term in English" but one that has actually been "key" to this class.

I won't say this list is exhaustive, but it's pretty comprehensive; this is a snapshot of the vocabulary you need to be using as you draft your essay.

^ yes, you can see the QR code from my Rocketbook there in the bottom; I tried to scan as a doc, but I don't think the scanner likes that blue ink (oh well)

IMPORTANTLY,

you want to be drawing your definitions of these terms from class notes and/or the Bauman & Soffer readings; some of these terms have alternate meanings in other fields of study, so an unstructured Google search is unlikely to help you here.

We have not used these [ETA: BELOW this paragraph] yet in class, but some of you might find them helpful if you end up discussing textual transmission in significant detail, so adding them here because lbr

it is always good to have more treasures for the word-hoard

:

entextualization

the organization of a stretch of discourse into a text: bounded off to a degree from its discursive surround (its co-text), internally cohesive (tied together by various formal devices), and coherent (semantically intelligible)

-- that's from Richard Bauman, NOT in "The Philology of the Vernacular" but in a 2004 book titled A World of Others' Words: Cross-cultural Perspectives on Intertextuality -- it felt like Too Much to assign for class, but you can see how the concept of entextualization might be useful if we are talking about all the ways that people make choices in how much to include when they pass on a story: what constitutes "completeness," and how do we decide?

I have spent a lot of time over the years trying to find better ways of explaining "entextualization," and the best I've come up with is a passage from my dissertation, so #ymmv but here you go:

Contextually, entextualization is to discourse as a cookie cutter is to rolled-out dough: applied, it distinguishes a cookie from the surrounding dough. To remove the cookie, to lift it out and set it on a tray with other cookies extracted and laid out for baking, is to decontextualize and recontextualize, respectively.

This gives us two more terms:

decontextualization (taking an entextualized "chunk" out of its previous context)

and

recontextualization (putting an entextualized "chunk" into a new context)

CMS- Content Management System

SEO- Search Engine Optimisation 

One thing that really stood out to me during the research process was the importance of using very specific, key search terms. I’ve never really run into this issue before, but especially when you’re researching for something that is very niche and not extensively written about, it is SO IMPORTANT that you are selecting your search terms carefully. It definitely took a lot of trial and error on my part. Often times just searching the name of the series or a main character isn’t enough. But, I think that the beauty of this process is that it really forces you to boil down your argument to two or three key search terms.

Key Terms:

Active Learning: learning information through participation in activities.

Bar Graph: a graph that compares and contrasts groups of information.

Data: technical information, usually numbers or percentages.

Font: the size and style of letters.

Legend: part of a chart or graph that shows how the groups of information are displayed.

Line Graph: a graph that uses a line to show changes over time.

Pie Chart: a chart that uses pie slices to show percentages of a whole.

Pre-reading: preparing yourself to learn from your reading.

Prior Knowledge: what you already know about a topic.

Purpose: the goal of a text.

Sensing Learning: learning information through logical methods and objective facts.

Verbal Learning: learning information through written and spoken words.

Visual Cue: a picture, graph, icon, color, or shape that adds to the meaning of a text.

Lesson 2.3 | Reading Actively and Purposefully

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