Author Description

<p>The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. </p><p>Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book:</p><ul><li>offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning</li><li>identifies, from a pupil's perspective, the social conditions of learning within contemporary performance-oriented school cultures</li><li>explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels</li><li>identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. </li></ul><p>This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world.</p>