Abstract
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 5-7 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.
Original language | English |
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Pages (from-to) | 381-395 |
Number of pages | 15 |
Journal | Childhood: A journal of global child research |
Volume | 24 |
Issue number | 3 |
Early online date | 3 Jan 2017 |
DOIs | |
Publication status | Published - 1 Aug 2017 |
Keywords
- young children’s social class identities, children’s relationships
- inequality
- emotions
- 'diversity’ discourses
- primary schools
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Marlies Kustatscher
- Moray House School of Education and Sport - Senior Lecturer
- Institute for Education, Community & Society
Person: Academic: Research Active