NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1266150
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Available Date: N/A
Children's Lived Experiences of 'Ability' in the Key Stage One Classroom: Life on the 'Tricky Table'
Cambridge Journal of Education, v50 n5 p559-578 2020
Within the wealth of research on 'ability' in education, there is a missing perspective: the perspective of the child. Whilst 'ability' informed practices such as 'ability' grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children's lived experiences of 'ability' are highly individual and shaped by a broader range of social, structural and pedagogic aspects of classroom life than previously thought. Implications are that a wide range of teaching choices can potentially affect a child's experience of 'ability' and that the impact of these are particularly profound for some children, shaping their perceptions of themselves and others. Children's perspectives therefore offer a challenge to the hegemonic discourse of 'ability' in education and the classroom practices upon which it is based.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A