Pupils’ Learning, Identity and Social Context: the case of Mary∗

∗ © Andrew Pollard, 1994

ABSTRACT

This paper provides an analysis of social factors which influence the sense of identity and approach to learning of young children. The analysis is set in the context of a critique of national education policies which fail to appreciate the importance of the engagement of learners in learning processes. However, it focuses at a more detailed level on the social dynamics between children and parents, siblings, peers and teachers and the ways in which these evolve over time and influence identity. A model of key factors and processes is presented which draws on both symbolic interactionism and social constructivism and its use is illustrated through a detailed case study of the learning of one child over a three‐year period.

∗ © Andrew Pollard, 1994

^[1] Andrew Pollard initiated this longitudinal project in 1987 and was the sole researcher for the first four years of data‐gathering. This paper and the first project book is based on this work (Pollard with Filer, 1995). Thanks to support from the Leverhulme Trust, Ann Filer was appointed as a research assistant in July 1991 and, since then, has taken the major responsibility for data gathering.

Notes

∗ © Andrew Pollard, 1994

^[1] Andrew Pollard initiated this longitudinal project in 1987 and was the sole researcher for the first four years of data‐gathering. This paper and the first project book is based on this work (Pollard with Filer, 1995). Thanks to support from the Leverhulme Trust, Ann Filer was appointed as a research assistant in July 1991 and, since then, has taken the major responsibility for data gathering.