The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures

by Becky Francis, Barbara Read, Christine Skelton

Overview

Addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of

Product Details

ISBN-13:	9781441157195
Publisher:	Bloomsbury Academic
Publication date:	04/05/2012
Pages:	216
Product dimensions:	6.00(w) x 9.30(h) x 0.70(d)

About the Author

Becky Francis is Professor of Education at King's College, London, UK.

Christine Skelton is Professor of Gender Equality in Education at University of Birmingham, UK.

Barbara Read is Reader in Education at the University of Glasgow, UK.

Table of Contents

Introduction
1. The Policy Context: Educational ‘Standards' and Human Capital
2. Conceptualizing Gender and Achievement
3. Facilitating High Achievement and the Issue of ‘Balance'
4. ‘Boffins and Geeks': The Social Consequences for Young People Constructed as ‘Too Hardworking'
5. High Achieving and Popular: The Ideal Neoliberal Subject
6. High Achieving and Popular: How Do They Do It?
7. Implications for Schools
References
Index

Editorial Reviews

Winner of the Society for Educational Studies Annual Book Prize 2013
The Society for Educational Studies

'Given current obsessions with school achievement, The Identities and Practices of High Achieving Pupils makes compelling reading. In providing a much needed sociological study of high achieving students and sociability, this wonderfully theorised book troubles the notion of 'achievement', challenges many of the assumptions relating to gender and achievement, and provokes questions about the very purposes of schooling. The richness of the student voices, the nuanced analyses of these voices and the attention given to the practical implications of the research will ensure that this book appeals to a wide-ranging audience.' Martin Mills, Professor of Education, University of Queensland, Australia

'Written by leading researchers in the field of gender and education, this excellent book draws upon a wealth of sources, including rich and fascinating data from the authors' recent research, to explore how high achieving pupils construct and negotiate their identities. Its accessible style, nuanced arguments and relevance for practice make it invaluable for researchers, students, teachers and policy makers.' Carolyn Jackson, Senior Lecturer in the Department of Educational Research, Lancaster University, UK

From the Publisher