'I Got Rejected': Investigating the Status of 'Low-Attaining' Children in Primary-Schooling

Autor/inn/en	Hargreaves, Eleanore; Quick, Laura; Buchanan, Denise
Titel	'I Got Rejected': Investigating the Status of 'Low-Attaining' Children in Primary-Schooling
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 1, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchanan, Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1689408
Schlagwörter	Elementary School Students; Low Achievement; Grouping (Instructional Purposes); Labeling (of Persons); School Culture; Acculturation; Values; Interpersonal Relationship; Barriers; Social Isolation; Student Behavior; Social Justice; Foreign Countries; Student Attitudes; Success; Resistance (Psychology); United Kingdom (London) + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Grouping; Gruppenbildung; Labeling-Ansatz; Schulkultur; Schulleben; Akkulturation; Wertbegriff; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Isolation; Student behaviour; Schülerverhalten; Soziale Gerechtigkeit; Ausland; Erfolg; Resistenz
Abstract	By portraying the views and perspectives of children labelled as 'low-attaining', this text makes a significant contribution to the debate on within-class attainment grouping in primary schools. Extensive, active individual interviews plus observations over three terms facilitated rich insights into whether, and if so, how 23 'low-attaining' primary-school children assimilated cultural values designating them as having the subordinate status to other children. We consider the implications of our findings for social justice, employing an innovative analytic framework based on Nancy Fraser's conceptualisation of justice as 'parity-of-participation'. Our research illustrates that these children had absorbed values about 'success' that posed considerable obstacles to them and led to feelings of isolation, and a lack of social participation. In particular, the children found some aspects of attainment grouping obstructive to social interaction. Reactions to these discomforts sometimes led them towards subtly subversive behaviour or alternatively to flat-out denials of difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01