Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment

Autor/inn/en	Vincent, Carol; Neal, Sarah; Iqbal, Humera
Titel	Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment
Quelle	In: Journal of Education Policy, 31 (2016) 4, S.482-494 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1130859
Schlagwörter	Elementary School Students; Friendship; Policy Formation; Ethnic Diversity; Social Development; Emotional Development; Educational Practices; Teacher Attitudes; Group Dynamics; Social Psychology; Child Behavior; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Freundschaft; Politische Betätigung; Soziale Entwicklung; Gefühlsbildung; Bildungspraxis; Lehrerverhalten; Gruppendynamik; Sozialpsychologie; Ausland
Abstract	Drawing on data from a project exploring children's and adults' friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children's friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers' understandings of children's friendships seek to govern children's friendship behaviours, we turn to Foucault's work to explore how power shapes relations between policy frameworks and teachers' practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers' "common sense" understandings of children's friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01