| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
| The Russell Report, which will no doubt help to focus attention on educational deprivation, prefers to employ the concept of 'the disadvantaged'. See para 277, which refers to 'our particular concern for the disadvantaged'. It eschews formal definition of this term, giving instead a list of specimen cases of 'the disadvantaged' (while not claiming that these specimen cases are in any way representative). Perhaps as a result, it becomes possible to speak of 'deprivation' and 'disadvantage' as if these terms were synonymous: eg para 282, where 'social deprivation' is said to be 'often associated with other disadvantage'. In fact, however, someone may be at a disadvantage without being in the least deprived: the amiable grasshopper is not deprived, but when winter comes he is at a considerable disadvantage compared with the industrious ant. | ||||
| The Russell Report, in speaking of educational disadvantages, refers (para 279) to 'isolation from the messages of educational agencies through ignorance or rejection of the imagery and vocabulary they use', as if 'ignorance' and 'rejection' were essentially similar kinds of mental state or as if a rejective attitude to continuing lifelong education could only be based on ignorance. |