Dan Evans with Michaela Rafferty

The idea of a ‘good education’, or lack thereof, is often bound up with class and ideas of ‘social mobility.’ Are modern and classic perceptions of the ‘educated’ person reflective of genuine intelligence or a complicated system of taught behaviors. How much of what we imagine as ‘education’ is actually related to the acquiring of knowledge and how much of it is a particular way of walking and talking, drilled into a select few at elite institutions? How does the culture of ‘aspiration’ inform our ideas of education?