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.
|Number of pages||15|
|Journal||Childhood: A journal of global child research|
|Early online date||3 Jan 2017|
|Publication status||Published - 1 Aug 2017|
- young children’s social class identities, children’s relationships
- 'diversity’ discourses
- primary schools
FingerprintDive into the research topics of 'Young children's social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities'. Together they form a unique fingerprint.
- Moray House School of Education and Sport - Senior Lecturer
- Institute for Education, Community & Society
Person: Academic: Research Active