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Failing boys and moral panics: perspectives on the underachievement debate

Smith, Emma (2003) Failing boys and moral panics: perspectives on the underachievement debate. British Journal Of Educational Studies, 51 (3). pp. 282-295. ISSN 0007-1005

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URL of Published Version: http://www.tandfonline.com/doi/pdf/10.1111/1467-8527.t01-2-00239

Identification Number/DOI: 10.1111/1467-8527.t01-2-00239

The paper re-examines the underachievement debate from the perspective of the ‘discourse of derision’ that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse – from a reinterpretation of examination scores, to the conflation of the concepts of ‘under’ and ‘low’ achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachievement.

Type of Work:Article
Date:2003 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:Education and Social Justice
Additional Information:

This is an electronic post-print version of an article published in British Journal of Educational Studies Vol. 53, No. 3 (2003): 282-295. British Journal of Educational Studies is available online at: http://www.tandfonline.com/toc/rbje20/current.

The DOI of the final article is: http://dx.doi.org/10.1111/1467-8527.t01-2-00239.

Keywords:education, social justice, underachievement, education and social justice, school examination, boys, equity
Subjects:L Education (General)
Institution:University of Birmingham, Cardiff University
Copyright Holders:Taylor & Francis
ID Code:1134
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