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
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|
|School/Faculty:||Colleges (2008 onwards) > College of Social Sciences|
|Department:||Education and Social Justice|
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.
|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|
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