Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology     

Laura Black  Julian Williams  Sophina Choudry  Kelly Pickard-Smith  Bethany Ryan 《Cambridge Journal of Education》2019,49(3):349-368

This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood.  相似文献   

‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education     

Ralls  Deborah  Bianchi  Lynne  Choudry  Sophina 《Research in Science Education》2020,50(6):2463-2481

Research in Science Education - This paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence...  相似文献   

Peer relations and access to capital in the mathematics classroom: a Bourdieusian social network analysis     

Sophina Choudry  Julian Williams  Laura Black 《British Journal of Sociology of Education》2017,38(7):1037-1053

The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom.  相似文献