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Taylor & Francis Ltd Paperback English
Bottom of the Class: Children’s Stories of Low Attainment in Primary School
By Laura Quick
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This book offers a much-needed look at the impact of our attainment-driven education system on those children considered low attainers. It reveals how difficult they find it to feel good about themselves, their capacity to learn and their futures, as well as shedding light on the role schools are playing in maintaining inequality and the illusion of meritocracy. At the heart of Bottom of the Class are the engaging and thought-provoking stories of four children whom the author followed through three years of primary school. Concerned with friendships, getting told off and struggling with schoolwork, they are in some ways very ordinary. Yet, caught between competing messages about who they ought to be and their fears of failure, they are also extraordinary, showing impressive courage, creativity and integrity in the way they navigate their paths through school. By bringing the voices of low attainers into the centre of the debate around low attainment, this crucially important book is a must-read for anyone interested in educational inequality and school experience within education studies, policy studies, the sociology of education, initial teacher training and educational leadership.
This book offers a much-needed look at the impact of our attainment-driven education system on those children considered low attainers. It reveals how difficult they find it to feel good about themselves, their capacity to learn and their futures, as well as shedding light on the role schools are playing in maintaining inequality and the illusion of meritocracy.
At the heart of Bottom of the Class are the engaging and thought-provoking stories of four children whom the author followed through three years of primary school. Concerned with friendships, getting told off and struggling with schoolwork, they are in some ways very ordinary. Yet, caught between competing messages about who they ought to be and their fears of failure, they are also extraordinary, showing impressive courage, creativity and integrity in the way they navigate their paths through school.
By bringing the voices of low attainers into the centre of the debate around low attainment, this crucially important book is a must-read for anyone interested in educational inequality and school experience within education studies, policy studies, the sociology of education, initial teacher training and educational leadership.