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• W586185004 abstract "This thesis looks at education reform and the experiences of staff and pupils in a coeducational,multi-ethnic, comprehensive school that implemented Fresh Start, oneof New Labour's flagship initiatives to 'raise standards'. The study is an ethnographythat draws on semi-structured interviews, observation and the collection of keygovernment and school documents.Particular attention is paid to issues of discipline, selection and the constructionof pupil identities. I suggest that current official discourses are fixing 'problems' ofindiscipline on pupils, downplaying its contextual nature. Specifically, I argue thatkey documents in education present discipline in a binary logic that defines pupils aseither disruptive or disrupted. These positions are being reworked in school, withteachers defining as disruptive pupils perceived as having a bad attitude', and asdisrupted those with particular cultural capital. Significantly, pupils positioned asdisruptive are mainly boys of ethnic minority origins. This disadvantaging positioningis further compounded by processes of selection within the school. The splitting ofthe form under study helped to reinforce African Caribbean and Turkish pupils'positioning as disruptive. Setting, increasingly used under New Labour's 'moderncomprehensive principle', also closes down the educational opportunities of someethnic minority pupils at Greenfield Comprehensive, through the disproportionateallocation to the lower sets in Science of pupils with English as an AdditionalLanguage. This and other factors (such as ethnicity, gender and class) helped toshape the range of schooling identities available to pupils. I conclude that in spite ofthe ambivalence entailed in the process of identity formation the school is hardeningpupils' identities into opposite positions, overlooking the commitment of pupils seenas 'problematic' and downplaying the misbehaviour of 'ideal' pupils. I suggest that apost-structuralist approach is needed to explain the fragility and complexity ofpupils' schooling identities, alongside a modified version of the concept ofpolarisation to understand how these are being hardened at the school." @default.
• W586185004 created "2016-06-24" @default.
• W586185004 creator A5058767248 @default.
• W586185004 date "2003-01-01" @default.
• W586185004 modified "2023-09-23" @default.
• W586185004 title "Discipline selection and pupil identities in a Fresh Start school : a case study" @default.
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