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Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on-task’ primary classroom
This paper examines how young children experience the moral and bodily discipline of the modern English ‘on-task’ primary classroom, in which they are expected to sit quietly and still for long periods on the classroom carpet, listening to what teachers know. It details the conditions of the classrooms, a performance-focused environment centred on delivering a knowledge-based curriculum, rooted in educational legacies emphasising social order and conformity. Staff employ different strategies to ensure compliance, including controlling the physical and sonic environment, and children’s bodies themselves. The paper details how this leaves children feeling physically uncomfortable and vulnerable to difficult emotional experiences, as well as how they find ways to move and speak their critique of this education model. The study draws on a multimodal ethnography of a Year One classroom, within an ordinary English primary school, and a week-long ‘rapid’ ethnography in a Year One class in an ‘outstanding’ teaching school.
History
Publication status
- Published
File Version
- Accepted version
Journal
Pedagogy, Culture and SocietyISSN
1468-1366Publisher
Taylor & FrancisExternal DOI
Department affiliated with
- Social Work and Social Care Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2019-10-25First Open Access (FOA) Date
2021-02-08First Compliant Deposit (FCD) Date
2019-10-18Usage metrics
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