Working‐class boys, educational success and the misrecognition of working‐class culture

摘要: This article contributes to the theory of institutional habitus by exploring differing ways in which two schools Belfast, Northern Ireland mediates local working‐class boys. All boys this qualitative case study live same disadvantaged community but attend different schools, depending on whether they succeeded or failed an examination at age 11 years. It is argued that these have mediating effects boys’ common habitus. While most studies focus underachievement, and success females, draws together strands success, failure, locality, examines identity constructed reconstructed response schooling. Questions are raised about interpretation and/or misrecognition culture within wider discourses society.