A survey conducted in Dutch high schools and covering both gymnasium (which privilege classical culture) and international curricula (selective tracks more open toward international exchanges where English is more prominent) makes it possible to observe the educational strategies of the Dutch upper class. The paper distinguishes between three fractions of the upper class, each characterized by the predominant role of a distinctive type of capital, namely: “classical” cultural capital, “organizational” capital and economic capital. One would expect each subgroup to enroll its children in the curriculum most likely to reproduce its distinctive type of capital. The survey shows that “classical” cultural capital (gymnasium) is valued by all the fractions of the upper class, including by the economic bourgeoisie that seeks to convert its economic capital into “classical” cultural capital. The cosmopolitan capital accumulated within international schools seems to be a sort of “second best” option, privileged by the most recent fractions of the upper class, whose members come from very diverse social backgrounds and invest in cosmopolitan strategies in order to join the ranks of the bourgeoisie.
|Journal||Actes de la recherche en sciences sociales|
|Publication status||Published - 2012|
Weenink, D. (2012). Les stratégies éducatives des classes supérieures néerlandaises. Professions intellectuelles supérieures, managers et entrepreneurs face au choix entre capital cultural cosmopolite = Educational strategies in Dutch upper classes Upper level intellectual professions, managers and entrepreneurs face a choice between "classic" cultural capital and cosmopolitan cultural capital. Actes de la recherche en sciences sociales, 191-192(1-2), 28-39.