Peer-reviewed article
Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming
Daniela Sime, Robbie Gilligan, Jennifer Scholtz ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how Scottish children aged 11-12 years understand the purpose of school as they prepare to transition from primary to secondary education. Children valued school as a place for dialogue, reciprocity and feeling recognized by others. The research found that learning cannot be separated from emotional and relational aspects of school life, and that when children experience misrecognition, their sense of identity and self-respect can be harmed.
Key points
- Children see school as a place of dialogue, reciprocity and recognition
- Learning and knowledge activities are inseparable from relational and emotional aspects
- Misrecognition can deeply violate subjects' identity and sense of self-respect
- Study draws on recognition theory examining dimensions of love, rights and solidarity
Limitations
This is a case study from one location in Scotland and reflects children's reflections on their views rather than measuring learning outcomes or well-being indicators. The study does not compare different school environments or interventions.
Abstract
This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.