Smart, smarter, smartest: competition and linked identities in a Danish school

    Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

    Abstract

    Detailed, longitudinal ethnographic approaches that explore how school success and failure evolve as interdependent socio-historical positions are important for understanding how such processes affect unintended educational inequity in schooling. This study describes how one student comes to inhabit the identity of a disruptive student relative to a classmate who gradually comes to be viewed as the smarter student.
    OriginalsprogEngelsk
    TidsskriftAnthropology and Education Quarterly
    Vol/bind50
    Udgave nummer2
    Sider (fra-til)205–222
    Antal sider18
    ISSN1548-1492
    DOI
    StatusUdgivet - 16 maj 2019

    Emneord

    • Læring, pædagogik og undervisning

    Citationsformater