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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. Drawing on an in-depth study which consulted 8 to 14 year old pupils from a variety of ethnic and class backgrounds in different school settings, the book: offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning identifies, from a pupil's perspective, the social conditions of learning within contemporary performance-oriented school cultures explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world.
Table 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