Researching educational inequalities through classroom talk

Name: Hannah Bailey
School: Performance and Cultural Industries
Mentor: Sally Brown

Name of Research Event: Researching educational inequalities through classroom talk

This research seminar discussed the findings of a study regarding the way in which teacher interaction with pupils facilitates their own self-perceptions regarding their identity as either a low-achiever/non-participant or a high-achiever/active participant. It also explored the ways in which teachers’ pre-conceptions and biases affected these interactions, in relation to which students are perceived to be more capable than others are. The findings suggested that those who were perceived to be of lower ability were generally asked more closed questions in class than those who were seen to be more capable, this had to do with levels of participation expected based on these preconceived identities. These interactions often informed the reactions and relationships with the pupil’s classmates, as well as contributing to their own sense of identity. The initial research did not set out to examine the relationship of this to social class; however, it was a factor that became apparent to the researchers throughout their investigation. This research has the scope to inform future improvements within the education system in order to ensure that children (regardless of their backgrounds) have the opportunities and confidence to succeed to their full potential.

Though this research bears no direct relevance to my area of study (theatre and performance), last semester we focussed quite prevalently on the issue of class within the arts and cultural sector. Therefore, it was interesting to see how issues around class manifest in another scenario, especially as it is an issue that continues to affect society as a whole. Furthermore, the notion that the arts sector is elitist is, in part, informed by the inaccessibility of arts education for those from lower socio-economic backgrounds. Therefore, class in education can be seen to play a part in class based issues within the sector. It was also interesting to see how an ethnographic study can reveal things that were not initially expected and that being open to observing further trends can be useful in increasing the richness of the investigation. This notion has been instrumental throughout my dissertation research, in that I have taken quite an open approach in which I did not limit myself to closed predictions of what I would find at the beginning.