ABSTRACT

The recent inclusion of cultural capital into the English Ofsted Education Inspection Framework (2019) caused a ripple of discontent within some educational circles, with some suggesting it is indicative of ‘white, middle-class paternalism’. Here, we consider the political rise of Bourdieu’s concept of ‘cultural capital’ within the English Education Inspection Framework (2019), given that it now affects all English schools subject to Ofsted’s inspection. We alsoexplore how one of the 19^th Century texts in the GCSE English literature curriculum can be analysed through a queer prism, to offer a thought-provoking inclusive interpretation of the narrative and release its queer cultural capital. Finally, we invite classroom practitioners to deliberate their current pedagogical actions and consider adopting a queer pedagogy to counteract the pervasive heteronormativity that embeds assumptions of heterosexuality within school ecosystems; thuschallenging the discomforting otherness and insidious silencing regimes that position LGBTQ identities as taboo and off topic.

摘要

最近将文化资本纳入英国 Ofsted 教育检查框架（2019 年）引起了一些教育界的不满，一些人认为这是“白人、中产阶级家长式作风”的表现。在这里，我们考虑了布迪厄的“文化资本”概念在英语教育检查框架（2019 年）中的政治崛起，因为它现在影响到所有接受 Ofsted 检查的英语学校。^{我们还探讨了 19世纪}的其中一位可以通过酷儿棱镜分析 GCSE 英语文学课程中的世纪文本，以提供发人深省的包容性叙事解释，并释放其酷儿文化资本。最后，我们邀请课堂从业者考虑他们目前的教学行为，并考虑采用酷儿教学法来抵消在学校生态系统中嵌入异性恋假设的普遍异性恋规范；从而挑战将LGBTQ 身份定位为禁忌和离题的令人不安的差异性和阴险的沉默制度。