The Construction of the "Ideal Pupil" and Pupils' Perceptions of "Misbehaviour" and Discipline: Contrasting Experiences from a Low-Socio-Economic and a High-Socio-Economic Primary School

Autor/in	Hempel-Jorgensen, Amelia
Titel	The Construction of the "Ideal Pupil" and Pupils' Perceptions of "Misbehaviour" and Discipline: Contrasting Experiences from a Low-Socio-Economic and a High-Socio-Economic Primary School
Quelle	In: British Journal of Sociology of Education, 30 (2009) 4, S.435-448 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Discipline; Testing; Academic Achievement; Ethnography; High Stakes Tests; Students; Socioeconomic Status; Self Concept; Identification (Psychology); Foreign Countries; Teaching Methods; Teacher Student Relationship; Middle Class; Working Class; Educational Theories; Student Behavior; Educational Policy; Elementary School Students; United Kingdom + Suchen Sie Ihr Suchwort? Disziplin; Testdurchführung; Testen; Schulleistung; Ethnografie; Student; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Selbstkonzept; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Mittelschicht; Arbeiterklasse; Educational theory; Theory of education; Bildungstheorie; Student behaviour; Schülerverhalten; Politics of education; Bildungspolitik; Großbritannien
Abstract	This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high-stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working-class school and a middle-class school, indicate that the effect of the "testing culture" is much greater in the working-class school. Using Bernsteinian theory and the concept of the "ideal pupil", it is shown that these pupils' learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle-class school. While this study includes only two schools, it indicates a potentially significant issue for neo-liberal education policy where education is marketised and characterised by high-stakes testing, and schools are polarised in terms of social class. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10