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
Bibliographic Data
| ID | 11166349 |
|---|---|
| Authors | Amelia Hempel‐Jorgensen (0000-0002-4606-9447, a Institute of Education , London, UK, corresponding author) |
| Year | 2009 |
| Volume | 30 |
| Issue | 4 |
| Pages | 435-448 |
| Publication date | 2009-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425690902954612 |
| OpenAlex | W2048378647 |
| Language | EN |
| Citations received | 18 |
| References cited | 19 |
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
Class (philosophy · Ethnography · Ideal (ethics · Mathematics education · Pedagogy · Perception · Political science · Politics · Pupil · Social class · Sociology · Working class · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology
‘If you don’t feel respect then morally, it just takes a lot out of everything you’re doing”
Testing as social practice
Schooling the Nation
‘When you see a normal person …’
The discursive production of misbehaviour in professional literature
The Eager Conformist, the Well-Rounded Collaborator, and the Independent Innovator
Working-class girls and child-centred pedagogy
The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
Education policy and mental weakness
Theorising social and emotional wellbeing in schools
Pedagogic practices and learner identities in two Norwegian primary school classrooms with contrasting social compositions
Bad behaviour in school
The ‘collateral impact’ of pupil behaviour and geographically concentrated socio‐economic disadvantage
The threat of three-fold failure
Suspended in context
Troubled lads' . Schools between pathologization, lads' culture and social suffering in Rome
Can performing happy childhood be an occupational skill required of students
Ellie's story
Gender play
Learning to Labour
Reassessing Gender and Achievement
Learning to Labor
Racism, Gender Identities and Young Children
Knowledge, Power and Educational Reform
Education and Social Control
Impossible Bodies, Impossible Selves
Ethnography
Poststructuralist theory in practice
Devising inequality
Identity Traps or How Black [1] Students Fail
Classroom Control
Social-Class Variations in the Teacher-Pupil Relationship
Classroom Control
| Citations per year | 1.13 |
|---|---|
| Citation span | 2010 - 2025 (16) |
| Highly cited | No |