Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities.
This article explores young children’s social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around ‘diversity’ and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional...
| Publicado en: | Childhood Vol. 24; no. 3; pp. 381 - 396 |
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| Formato: | research Journal Article |
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Sage Publications Inc.
Aug2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=124493392&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 124493392 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09075682 3EI jtl: Childhood issn: 09075682 maglogo: Y pubinfo: dt: Aug2017 vid: 24 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 124493392 124493392 124493392 10.1177/0907568216684540 124493392 ppf: 381 ppct: 15 formats: tig: atl: Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities. aug: au: Kustatscher, Marlies affil: The University of Edinburgh, UK sug: subj: Social Class Feminism Drawing Intergenerational Relations Social Identity Schools Discussion Fieldwork Child, Preschool Structured Interview Power Analysis Ethnographic Research Data Collection Structured Questionnaires Child Interviews Field Notes Diaries Child, Preschool: 2-5 years Child: 6-12 years ab: This article explores young children’s social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around ‘diversity’ and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children’s intra- and intergenerational interactions, and the implications for the children’s relationships and experiences in school. The study shows that practitioners need to name and address social class differences, in intersection with gender, race and ethnicity, and involve young children themselves in discussions about identities and inequalities. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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