Children at transition from primary school reflecting on what schools are for - narratives of connectedness, (mis)recognition and becoming

Sime, Daniela and Gilligan, Robbie and Scholtz, Jennifer (2021) Children at transition from primary school reflecting on what schools are for - narratives of connectedness, (mis)recognition and becoming. Childhood. ISSN 1461-7013

[thumbnail of Sime-etal-Childhood-2021-Children-at-transition-from-primary-school]
Preview
Text (Sime-etal-Childhood-2021-Children-at-transition-from-primary-school)
Sime_etal_Childhood_2021_Children_at_transition_from_primary_school.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo

Download (163kB)| Preview

    Abstract

    This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

    ORCID iDs

    Sime, Daniela ORCID logoORCID: https://orcid.org/0000-0003-3207-5456, Gilligan, Robbie and Scholtz, Jennifer;