Pupils' informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments.
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| Title: | Pupils' informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments. |
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| Authors: | Rönn, Charlotta |
| Source: | Educational Review. Mar2024, Vol. 76 Issue 3, p605-627. 23p. |
| Subjects: | Ethnology, Teachers, Cell phones, Grading of students, Test interpretation |
| Abstract: | This ethnographic study in education, based on observations, audio-visual recordings and interviews, explored pupils' supportive interactions in a year eight class at a Swedish school. Goffman's dramaturgical theory of the presentation of self was used as a theoretical framework with a focus on the pupils' interactions with their classmates in backstage spaces when they prepare performances in the form of writing assignments to be handed in to teachers. Some pupils took responsibility for having an assignment to hand in to teachers, but not for their learning process in planning their work and writing the assignment themselves, in line with the formal requirements of a goal-oriented school system. The findings showed that pupils applied informal social strategies when managing formal individual assignments. Some examples of these strategies were: swapping computers with classmates during lessons and writing for peers, logging in to peers' Google Classroom accounts and writing for them, and forwarding pictures of completed written assignments to peers to be reformulated in their peers' "own words". The intention of these interactions was to portray a favourable impression of themselves and their abilities to the assessing teachers. The pupils' strategies tended to reinforce classic socially reproductive patterns and generate inequalities between pupils; pupils with higher levels of social and economic capital seemed to profit more and achieve better grades than others. These informal networking strategies co-existed with, and were in opposition to, the formal school context, and were difficult for teachers to detect due to their taking place backstage, out of teachers' sight. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 176294072 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pupils' informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rönn%2C+Charlotta%22">Rönn, Charlotta</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Mar2024, Vol. 76 Issue 3, p605-627. 23p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Ethnology%22">Ethnology</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cell+phones%22">Cell phones</searchLink><br /><searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+interpretation%22">Test interpretation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This ethnographic study in education, based on observations, audio-visual recordings and interviews, explored pupils' supportive interactions in a year eight class at a Swedish school. Goffman's dramaturgical theory of the presentation of self was used as a theoretical framework with a focus on the pupils' interactions with their classmates in backstage spaces when they prepare performances in the form of writing assignments to be handed in to teachers. Some pupils took responsibility for having an assignment to hand in to teachers, but not for their learning process in planning their work and writing the assignment themselves, in line with the formal requirements of a goal-oriented school system. The findings showed that pupils applied informal social strategies when managing formal individual assignments. Some examples of these strategies were: swapping computers with classmates during lessons and writing for peers, logging in to peers' Google Classroom accounts and writing for them, and forwarding pictures of completed written assignments to peers to be reformulated in their peers' "own words". The intention of these interactions was to portray a favourable impression of themselves and their abilities to the assessing teachers. The pupils' strategies tended to reinforce classic socially reproductive patterns and generate inequalities between pupils; pupils with higher levels of social and economic capital seemed to profit more and achieve better grades than others. These informal networking strategies co-existed with, and were in opposition to, the formal school context, and were difficult for teachers to detect due to their taking place backstage, out of teachers' sight. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=176294072 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131911.2022.2054955 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 605 Subjects: – SubjectFull: Ethnology Type: general – SubjectFull: Teachers Type: general – SubjectFull: Cell phones Type: general – SubjectFull: Grading of students Type: general – SubjectFull: Test interpretation Type: general Titles: – TitleFull: Pupils' informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rönn, Charlotta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00131911 Numbering: – Type: volume Value: 76 – Type: issue Value: 3 Titles: – TitleFull: Educational Review Type: main |
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