Students’ and teachers’ interpretations of schooling: Contested understandings of shared realities

This paper reports on an on-going study that contrasts the ‘voices’ and work-related identities of some students who are said to be disaffected with those of other (said to be engaged) students and teachers in a secondary school in England, UK. The research project investigated how student identities are (re) constructed in school, promoting or inhibiting learning, engagement and inclusion. It used visual ethnography and reflexive interviews to collect the data.