ABSTRACT
Pierre Bourdieu experienced a disruption to learning cultural experiences at the age of eight when, despite his health visitor’s advice, he was sent to a special school in Birmingham – Birmingham is an industrial city in the center of England, and the UK’s second largest city. Children with disabilities form bonds and learn different forms of inclusive capital in each of these spaces and places, but then have to relinquish at least part of this capital in each new situation. In common with the children in previous chapters, Pierre was largely taught cultural practices by his family, although this was his only creative education as a child. Pierre’s earlier education was important for him not only for the information it provided, but also as it taught him how to source information that could develop inclusion. Pierre’s development of inclusive capital in places and spaces largely mirrored his experiences of inclusion and exclusion from bonding.
