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.


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:




offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning
identifies, from a pupil's perspective, the social conditions of learning within contemporary performance-oriented school cultures
explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels
identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation.


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.