Pupil Disaffection in Schools
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A01=Sarah Swann
Attention Deficit Disorder
Author_Sarah Swann
book
British Educational Research Association Guidelines
Category=JBF
Category=JBSA
Category=JHB
Category=JKSN
Category=JNF
Category=JNSL
class
CMIS
critical education studies
disaffected
Disaffected Behaviours
Disaffected Pupils
Disaffected Young People
Education System
educational inequality
Elective Home Education
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Er Tits
Hallway Hangers
Independent Schools
Low Income African American Men
Magdalene Asylums
People's Houses
People’s Houses
Professional Development
Pupil Disaffection
pupils
qualitative case studies
recording
referral
school exclusion research
social class and schooling
social context of pupil engagement
Spartan Women
Stands Pointing
Stigmatised Social Position
tape
tapestry
Tapestry Book
Under-investigated Issues
woodside
Woodside School
working
Working Class Pupils
Y7 Boy
Young Men
youth identity formation
Product details
- ISBN 9781138254602
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 19 Oct 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Sarah Swann provides a fresh approach to examining the long-standing debates over disaffection, and in particular social class differences in educational achievement, through a mixed methods methodology and the showcasing of new research. By observing pupils as they engage with peers and teachers in school, Swann allows disaffection to be seen and heard in ’real’ events which constructs disaffection differently from objective statistical evidence on school exclusions. Rather than a homogenous identity, this book illustrates disaffection as layered and resting on a series of issues located on the crossroads between the cultural context of the neighbourhood and the public sphere of the school. It plots in a detailed way how these structures interact and mesh to create disaffected identities. Disaffection does not emerge in a vacuum, or without a cause. Pupils arrive at school with a wide variety of experiences and it is from these that they interpret, understand and act out their identities. Whilst the study in part seeks to describe and understand the social world of the school in terms of the pupils’ interpretations of the situation, it analytically frames the perceptions of pupils within a wider social context. In particular it focuses on the relationships between schooling and the wider macro structures and social relations that underpin disaffection. This approach makes the research both critical and interpretative and also able to shed new light on educational policy across England based on an understanding of the role of disaffection.
