ABSTRACT

The concept of capital has risen in prominence within educational policy and practice in the UK since Ofsted introduced cultural capital into its inspection processes in 2019. At the same time, fractured discourses exist across different types of capital – one of which concerns capitals that are negative in constitution and/or impact. This paper addresses both through:

• A systematic literature review of these negativities (in social, economic, and intellectual capital) and a thematic analysis of these papers, leading to the derivation of a definition of negative capital.

• An evaluation of the merit of negative capital via its compatibility with Bourdieu’s concepts of social field, social field homology, habitus, and hysteresis.

• The application of negative capital to a range of examples from educational practice and theory, including a challenge to Ofsted’s use of cultural capital.

摘要

自从Ofsted于2019年将文化资本引入其检查流程以来，资本的概念在英国的教育政策和实践中日益受到重视。与此同时，不同类型的资本之间存在分歧的话语-其中之一涉及负面资本构成和/或影响。本文通过以下两种方式解决这两个问题：

• 对这些负面因素（社会，经济和智力资本）进行系统的文献综述，并对这些论文进行主题分析，从而得出了负资本的定义。

• 通过与布迪厄的社会领域，社会领域同源性，惯性和滞后性概念的相容性来评估负资本的优点。

• 负资本在教育实践和理论等一系列例子中的应用，包括对Ofsted使用文化资本的挑战。