Read more
There is now considerable international interest in pupil consultation, fuelled to some extent by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning. This book draws on an in-depth empirical sociological study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings.
List of contents
1. Introduction 2. Performance Pedagogies and Individualised Learning 3. Researching Pupil Voice and Pupil Message 4. Confidence and Learning Identities 5. Marginalisation and Inclusion in the Classroom 6. Controlling Learning: Setting the Pace and Choosing the Content 7. Social Inequalities (Re)formed
About the author
Madeleine Arnot is Fellow of Jesus College, Professor of Sociology of Education at the University of Cambridge and Fellow of the Academy of Social Sciences. She is an internationally recognised expert on gender issues in education, equality policies and citizenship education and has published key pieces on Bernstein's sociology of pedagogy.
Diane Reay has recently been appointed Professor of Education at the University of Cambridge. She is currently Professor of Education at London Metropolitan University. She is an internationally renowned expert on social class in education but has researched widely across gender, race and class issues in education.
Summary
The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. This book offers a sociological study of learning, exploring the social inequalities in the control, pupils have over their learning.
