Literacy and social class: Jon Davison
DOI link for Literacy and social class: Jon Davison
Literacy and social class: Jon Davison book
However, government figures produced in 1991 showed that only 5% of children from skilled manual home backgrounds attended university (Social Trends, 1992), and, despite a claimed 30% increase in access to university, in 1998 only approximately 5% of those at university came from the poorest postcoded areas (Halsey, 1998). Despite the inception of the National Curriculum, which was designed to ensure an equal curricular entitlement for all pupils, children from working-class backgrounds are underachieving. OECD statistics (OECD, 1997) declared eight million adults in the United Kingdom to be ‘functionally illiterate’. This chapter explores some of the reasons for this underachievement and the role that the teaching of English has played in promoting success or creating failure in pupils. While this chapter fully acknowledges that there are equal-opportunities issues concerning underachievement relating to gender and race, a work of this length could not also attempt to address these issues without the risk of trivialisation.