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, 28 (2). pp. 294-308. ISSN 1461-7013 (https://doi.org/10.1177/0907568221992852)
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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: https://orcid.org/0000-0003-3207-5456, Gilligan, Robbie and Scholtz, Jennifer;-
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Item type: Article ID code: 75351 Dates: DateEvent1 May 2021Published11 February 2021Published Online18 January 2021AcceptedSubjects: Education Department: Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Social Work and Social Policy Depositing user: Pure Administrator Date deposited: 11 Feb 2021 10:39 Last modified: 11 Nov 2024 12:57 URI: https://strathprints.strath.ac.uk/id/eprint/75351