ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on the ‘cultural’ level of analysis, because it involves a consideration of the nature ‘of “educated” discourse and of the kinds of reasoning that are valued and encouraged in the cultural institutions of formal education’. It explores some of the reasons for educational achievement and the role that the teaching of English has played in promoting success or creating failure in pupils. The book considers the importance of discursive practice in the social construction of knowledge and the need to make educational discourses visible to pupils. Finally, it argues the need for developing in pupils an empowering literacy. The book also considers some of the perceived specific causes of educational underachievement related to social class.
