herself did not understand but passing nevertheless. A general conclusion would be
that it is the quality of the teaching that counts, rather than the course content itself.
Resistance effects
Tolerant or accepting values are sometimes formed in opposition to the formal or
informal curriculum of the educational institution. Sometimes teachers resist debate
on controversial or political matters, but informal conversations or debates with
teachers outside or incidental to lessons can particularly influence tolerance. For
example, in Marjorie’s case, she was involved with political arguments with her
teachers at school. This reinforced prior views gained through informal learning:
“ I’ve always been interested in the underdogs and it’s got me into trouble even
now ... I used to watch news and current affairs programmes which means that
I probably was too old for my age watching programmes like that, but Ijust
found it very interesting ... I still have the same views now that I did then. ”
This experience may have influenced Marjorie’s later entry into voluntary and then
paid welfare rights work.
The tensions between early resistance and later accommodation to a more satisfactory
learning situation can also act to reinforce more tolerant attitudes. For example,
Alasdair had negative learning experiences at school, which meant that he left with no
qualifications and poor basic skills. This negative experience was reinforced in trying
to increase his basic skills, when he challenged a numeracy tutor who attempted to
ridicule him:
“ And that’s what I learnt, that experience, probably the one learning experience
a few years ago, you know, I’d never dream of talking to anyone like that. ”
In contrast, his recent experience in a LearnDirect centre has been more satisfactory:
“I learnt not to talk to people like that and not to patronise people. The most
important thing about the LearnDirect centre is that it’s not patronising. ”
The contrasting ways in which Alasdair was treated have made him adopt more
tolerant attitudes in his everyday life, particularly towards his own children.
9.1.3 Age, gender and social capital
We have not so far in this report done any systematic analysis of the relationship
between the various types of effect that we have identified and standard variables such
as age, class and sex. In respect of social capital, however, there are some evident
patterns that are worth reporting.
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