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There is now considerable international interest in pupil consultation, fuelled to some extent by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning. This book draws on an in-depth empirical sociological study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings.
Table of Contents
Performance Pedagogies and Individualised Learning
Researching Pupil Voice and Pupil Message
Confidence and Learning Identities
Marginalisation and Inclusion in the Classroom
Controlling learning: setting the pace and choosing the content
Social Inequalities (Re)formed
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