Children who experience misrecognition in primary education: A social justice perspective

Abstract

AbstractOur research constructed school life histories with 23 ‘lower‐attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low‐attaining children experience misrecognition. Our results indicate how lower‐attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.