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Home > Reflective Teaching in Secondary Schools > 1. Becoming a reflective professional > 1. Identity > Further reading > Knowing children and young people as students


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Knowing children and young people as STUDENTS

A book by June Gordon emphasises the approach adopted in this section where we advocate familiarisation with the cultures and communities of children. Gordon sees this type of inquiry as crucial to teaching:

  • Gordon, J. (2002) Beyond the Classroom Walls. Ethnographic Inquiry as Pedagogy, London: RoutledgeFalmer

For detailed case studies of children’s developing identities and careers through schooling, see:

  • Pollard, A. and Filer, A. (1999) The Social World of Pupil Career: Strategic Biographies through Primary School. London: Cassell. (Reading 1.2)

And for one of many analyses of secondary school experiences see:

  • Smyth, J. and McInerney, P. (2012) From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning. New York: Peter Lang.

The following suggestions explore our understandings of children as pupils, their identities, pupil ‘careers’, their culture, views of themselves and views of teachers. Firstly we present suggestions covering a variety of aspects of pupil culture and children’s views of themselves in school, as well as their ideals about schools:

  • Klein, R. (2002) We Want Our Say: Children as Active Participants in their Education, Stoke-on-Trent: Trentham.
  • Burke, C. and Grosvenor, I. (2003) The School I'd Like. Children and Young People's Reflection on Education for the 21st Century, London: RoutledgeFlamer.
  • Devine, D. (2003) Children, Power and Schooling. The Social Structuring Of Childhood in School, Stoke-on-Trent: Trentham.
  • Flutter, J. and Ruddock, J. (2004) Consulting Pupils. What's in it for Schools? London: RoutledgeFalmer.
  • Gorard, S. A. and Smith, E. (2010) Equity in Education: an International Comparison of Pupil Perspectives. Basingstoke: Palgrave Macmillan.

The following books present children’s understandings of, and images of, teachers and teaching and how these infiltrate their everyday lives:

  • Weber, S. and Mitchell, C. (1995) That's Funny, You Don't Look Like a Teacher: Interrogating Images and Identity in Popular Culture, London: Falmer.
  • Alanen, L. and Mayall, B. (2001) Conceptualising Child-Adult Relations, London: Routledge Falmer.
  • Cooper, H. and Hyland, R. (2000) Children’s Perceptions of Learning with Trainee Teachers, London: Routledge Falmer.

There are a number of interesting books on children's culture and perspectives. Collections which illustrate such work are:

  • Prout, A. and Hallett, C. (2003) Hearing the Voices of Children. Social Policy for a new Century, London: RoutledgeFalmer.
  • Moss, D. (2010) Children and Social Change: Memories of Diverse Childhoods. London: Bloomsbury.
  • Attwood, G. and Fuller, C. L. (2010) Children's Lives, Children's Futures: A Study of Children Starting Secondary School. London: Continuum.
  • Skelton, C., Read, B. and Francis, B. (2012) The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures. London: Continuum.
  • James, A. and Prout, A. (eds) (1990) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, London: Falmer.
  • James, A., Jenks, C. and Prout, A. (1998) Theorizing Childhood, Cambridge: Polity Press.
  • Waksler, F. C. (ed) (1991) Studying the Social Worlds of Children: Sociological Readings, London: Falmer.
  • Reay, D., Crozier, G. and James, D. (2011) White Middle-Class Identities and Urban Schooling. Basingstoke: Palgrave Macmillan.

On the experience of young people, see:

  • Archer, L. and Mendick, H. (2010) Urban Youth and Schooling. Maidenhead: Mcgraw Hill Education.
  • Thomas, P. (2011) Youth, Multiculturalism and Community Cohesion. Basingstoke: Palgrave Macmillan.
  • Coburn, A. and Wallace, D. (2011) Youth Work in Communities and Schools. Dunedin: Dunedin Academic Press
  • Dillabough, J. M. and Kennedy, J. (2010) Lost Youth in the Global City. Abingdon: Routledge.
  • Deuchar, R. J. (2009) Gangs, Marginalised Youth and Social Capital. London: IOE Press.
  • Ross, A. (2010) Future Citizens: 21st Century Challenges for Young People.
  • Ainley, P. J. D. (2010) Lost Generation? New Strategies for Youth and Education. London: Continuum

Two titles on bullying:

  • Lee, C. (2004) Preventing Bullying in Schools: A Guide for Teachers and Other Professionals, London: Paul Chapman Publishing.
  • O'Moore, M. and Minton, S. (2004) Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and other Professionals, London: Paul Chapman Publishing.

An important book which challenges all determinist ideas about ‘ability’ is:

  • Hart, S., Dixon, A., Drummond, M-J. and McIntyre, D. (2004) Learning Without Limits. Maidenhead: Open University Press.

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