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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

Hempel-Jorgensen, Amelia (2009). 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. British Journal of Sociology of Education, 30(4) pp. 435–448.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/01425690902954612
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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.

Item Type: Journal Item
Copyright Holders: 2009 Taylor & Francis
ISSN: 1465-3346
Project Funding Details:
Funded Project NameProject IDFunding Body
Primary School Composition and Student ProgressRES-000-23-0784-AESRC (Economic and Social Research Council)
Keywords: school composition; learner identity; performative pedagogy; high-stakes testing; ideal pupil
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Education Futures
Item ID: 38832
Depositing User: Amelia Hempel-Jorgensen
Date Deposited: 25 Oct 2013 09:00
Last Modified: 08 Dec 2018 19:30
URI: http://oro.open.ac.uk/id/eprint/38832
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