In “Class Warfare,” a chapter from Native Nostalgia (2009), Jacob Dlamini explains why he is nostalgic for a time in which working class black South African families widely believed that “education was liberation.” As he argues, there were stark class divisions in apartheid-era Katlehong, the township of his youth, and “working-class culture valued education, not because our social betters said we ought to but because we knew it was valuable” (93).
In what sense can names, tastes, or behaviours function like “capital”? In your response define what capital means and explain how at least one example that you noted in response to the previous question can function like capital in a school. (2)
Capital, in sociological terms, refers to resources or assets that individuals or groups have that can be used to gain advantage or power in society. This can include financial resources, social connections, or cultural knowledge. Names, tastes, and behaviors can all function like capital in a school setting.
For example, if a student has a culturally prestigious name, such as a name associated with a particular ethnicity or social class, they may be perceived as more valuable or respected by their peers and teachers. This can give them a social advantage in school settings, leading to better treatment, opportunities, or relationships.
Similarly, tastes and behaviors can function as cultural capital in a school setting. For instance, if a student has refined tastes in music, fashion, or language that align with dominant cultural norms or trends, they may be more easily accepted or valued in school social circles. This can give them a sense of belonging and social status, which can in turn lead to academic or social success.
Overall, names, tastes, and behaviors can function like capital in a school by providing students with social advantages or resources that can help them navigate and succeed in educational environments.