Spatial paradox: educational and social in/exclusion at St Giles

Abstract

This paper draws on case study data from a study of independent schools in Scotland, to examine school space as a site of mediation of educational dis/advantage and in/exclusion. A threefold and scalar conceptualisation of space is used together with social capital theory to analyse staff and student identifications with relations within and beyond school space. The analysis indicates the existence of specific territorial bonding and prevailing spatio-temporal boundaries, both of which produce educational advantage of benefit to students and the institution but can also, for some, lead to alienation and frustration. The conclusion reached is that strong in-school bonding is central to the reproduction of educational advantage, but that possibilities exist for its interruption which may offer key messages for schools more generally. The approach to analysis is discourse-based and draws on spatial and social and multiple capitals theory.

Keywords:

• space
• territoriality
• social capital
• multiple capitals
• in/exclusion

Notes

1. The Scottish Independent Schools Project (SISP) was part of the Schools and Social Capital Network of Applied Educational Research Scheme (AERS) and funded from 2006 to 2008 by the Godfrey Thomson Trust and AERS. The research team included Bob Lingard, University of Queensland; Joan Forbes, University of Aberdeen; Gaby Weiner, University of Edinburgh; and John Horne, University of Central Lancashire.