Children who experience misrecognition in primary education: A social justice perspective

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Educational Research Journal Pub Date : 2024-03-19 DOI:10.1002/berj.4006
Eleanore Hargreaves, Laura Quick, Denise Buchanan
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Abstract

Our research constructed school life histories with 23 ‘lower-attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low-attaining children experience misrecognition. Our results indicate how lower-attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.

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小学教育中遭遇误认的儿童:社会公正视角
我们的研究为英格兰 23 名 "成绩较差 "的小学生构建了学校生活史。以往的研究往往没有关注这一群体的社会公正问题,也没有尝试将儿童的误认经历与他们完整的学校生活史联系起来,也没有主要听取儿童的意见。我们的研究结果首次揭示了学习成绩较差的学生在 5 年的学校生活中,对按先前成绩分组的制度化做法的感受、思考和行动。南希-弗雷泽(Nancy Fraser)将社会公正概念化为平等参与,为我们提供了分析框架,其中包含了再分配、认可和代表性等概念。我们主要关注一些成绩较差的儿童是如何经历误认的。我们的研究结果表明,学习成绩较差的儿童有时会认为自己不如别人有价值、不如别人有联系、不如别人相似、不如别人引人注目。这种认识使他们受到的尊重较少,可能会阻碍学校教育资源的公平分配,限制他们获得社会尊重的机会。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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