‘It would help if the teacher helps you a bit more… instead of going to the brainiest who don't need a lot of help’: exploring the perspectives of dissatisfied girls on the periphery of primary classroom life

Abstract

This study explores the perspectives of three girls, identified through progressive sampling, from an original study of over 100 children's behaviour in, and feelings towards, literacy and, in the latter stages, all subjects, across one academic year. Through observational and semi‐structured interview data, the girls’ dissatisfaction, veiled behind compliant behaviour (Fisher, 2011), emerged, but also revealed their peripheral classroom position (Francis, 2005), relative to the more central position of masculine pupils and/or those ‘working above the expected level’. This article argues for an emphasis on the classroom ecology, both within policy and practice, so that in our desire to raise standards, we do not neglect the values which the teacher inspires and encourages, both in the classroom and throughout the school day, values so often witnessed, anonymously and silently, by children. Through the identification of these values, and the ecologies which they encourage, it is argued that a peripheral position can be exposed and challenged.

Using pupil perspective in the primary classroom: an exploration of some of the potential issues

“…To discuss the issues arising, it is important to have an understanding of the original study (Fisher 2011;Fisher 2013), which explored Year six children's perspectives of literacy lessons, with the aim of answering the over-arching research question: to what extent is current literacy practice a source of satisfaction/dissatisfaction for children? Four classes, in four different English primary schools, were selected for their relatively varied socioeconomic intakes and national test results, to present as broad a sample as was possible.…”

“…In the study discussed here, the majority of children were veiling their dissatisfaction behind compliant behaviour, to avoid upsetting their teachers (Fisher 2011); for example: 'I keep it within when I'm bored. I don't know how the teacher would take it' (Fisher 2011, 135), with concerns that discussing their dissatisfaction could potentially impact upon their national test results and secondary school reports (Fisher 2011 (Fisher 2011;Fisher 2013). There is evidence of inequalities of power in schools (e.g.…”

“…At first glance, this would appear relatively straightforward, suggesting the identification and implementation of desired areas which have emerged from the data. However, in scrutinising the dissatisfaction which emerged from a study of over 100 Year six children's perspectives of literacy and the broader curriculum, across an academic year (Fisher 2011;Fisher 2013), it became apparent that the children's dissatisfaction raised further areas for exploration. For example: how do we effectively distinguish between a broad and balanced curriculum, and children's insatiable requests for favoured areas; how do we reconcile the fact that one child's satisfaction can be another child's dissatisfaction?…”

“…There are a number of other theoretical approaches which support the exploration of the child's perspective, as discussed elsewhere (Fisher 2011;Fisher 2013). For example, the nature of curriculum, with an acknowledgement that curricula formulated at one level, is not always adopted and implemented at another (McNeil 2006), with the relationship between the formally adopted curriculum and the teacher's perceptions of what the curriculum means or should mean in practice, minimal (Goodlad, Klein, and Tye 1979).…”

“…'Interpretative reproduction' (Corsaro 2005, 43) '… reflects children's evolving membership in their culture' (Corsaro 2005, 44), which, as explored in Fisher (2011), encourages us to take children seriously and to appreciate their contributions to social reproduction and change (Corsaro 2005). The trend in research has moved from research on children, to research with or for children, which '… reflects a direct concern to capture children's voices, perspectives, interests and rights as citizens …' (Corsaro 2005, 45), which is also discussed in Fisher (2013).…”