Construction of Pupil Identities at School

SummarySeveral theorists who have analysed education on the micro-level have illustrated how mutual relations and process interpretation influence the education results. Furthermore, these authors show why relations are more beneficial to some pupils than to others. However, explanations why some pupils tend to benefit more are still simplistic, addressing only some of involved agents. This paper analyses how pupil identities in school are constructed. A teacher – one of the agents involved in the education process – holds the power to control the education process of pupils. Additionally, he has power to reinterpret the identities of other involved agents. However, although a teacher has power to state pupil connections to school, a pupil has power not to accept or follow the teacher’s definitions. In this paper, I show how these two agents interpret pupil’s identity and how differences in the interpretation occur. I approach identity construction at school from the perspective of three involved agents – pupils,teachers, and classmates. I analyse the text of 34 interviews with teachers and pupils. The analysis is structured so that it could represent three important agents that can influence identity construction, i. e. teachers, pupils, and classmates. I conclude that there are differences how pupil identity is influenced by the mentioned agents.Key words: school, identities, education nbsp;LU Advanced Social and Political Research institutePhone: +371 67 140 233e-mail: [email protected] Several theorists who have analysed education on the micro-level have illustrated how mutual relations and process interpretation influence the education results. Furthermore, these authors show why relations are more beneficial to some pupils than to others. However, explanations why some pupils tend to benefit more are still simplistic, addressing only some of involved agents. This paper analyses how pupil identities in school are constructed. A teacher – one of the agents involved in the education process – holds the power to control the education process of pupils. Additionally, he has power to reinterpret the identities of other involved agents. However, although a teacher has power to state pupil connections to school, a pupil has power not to accept or follow the teacher’s definitions. In this paper, I show how these two agents interpret pupil’s identity and how differences in the interpretation occur. I approach identity construction at school from the perspective of three involved agents – pupils,teachers, and classmates. I analyse the text of 34 interviews with teachers and pupils. The analysis is structured so that it could represent three important agents that can influence identity construction, i. e. teachers, pupils, and classmates. I conclude that there are differences how pupil identity is influenced by the mentioned agents.Key words: school, identities, educationMokinių identiteto konstravimas mokyklojeMikelis GrivinsSantraukaTeoretikai, analizuodami švietimo procesą mikrolygmeniu, apibūdina tarpusavio santykių organizacijoje poveikį švietimo rezultatams. Be to, tyrėjai atskleidė, kad skirtingi moksleiviai gauna nevienodą naudą. Tačiau pateikiami aiškinimai per daug supaprastinti. Šiame straipsnyje analizuojamas mokinių identiteto konstravimas mokykloje. Analizuojant 34 interviu su mokiniais ir mokytojais, išskiriami trys svarbūs konstruojant mokinio identitetą dalyvaujantys veikėjai: mokiniai, mokytojai ir klasės draugai.Pagrindiniai žodžiai: mokykla, identitetas, švietimas

Agrupación del Alumnado: La Influencia de las Interacciones de los Agentes Educativos

This research illustrates how pupil grouping within primary education influences their possibilities to achieve high education results. Paper aims to show how does pupils’ achievements and education interpretation are constructed and how such constructs are connected to teacher interpretation of pupils’ abilities. Analysis is concerned with micro interaction occurring in schools between teacher and pupil. Research is elaborated in interpretative perspective and based on theories of new sociology of education and grouping. To obtain information about questions analyzed several interviews with Latvian language and mathematics teachers were conducted. Afterwards several interviews were done with pupils whom interviewed teachers described as “good” or “bad”. To analyze empirical data Critical Discourse Analysis was applied. Results show that both pupils and teachers legitimize pupil grouping and groups is used to predict pupil performance. It’s also possible to conclude that pupils’ interpretation of education processes comes from interaction within school. Although there is a link between interaction and pupil’s achievements, teachers tend to explain pupil achievements through other factors.Este artículo analiza la agrupación del alumnado en la educación primaria y su influencia en alcanzar resultados educativos elevados. El autor tiene como objetivo señalar los logros del alumnado, como la interpretación educativa se construye en la interacción en el aula y como estas construcciones están conectadas con la interpretación del profesorado de las habilidades del alumnado. El análisis está centrado en la interacción micro que ocurre entre el profesorado y el alumnado. Este estudio empírico está elaborado desde la perspectiva interpretativa y basado en las nuevas teorías sociológicas de la educación. Para la obtención de los datos se llevaron a cabo entrevistas con profesorado de lengua y matemáticas, seguidas de entrevistas con alumnado a los que el profesorado describía como de "altas capacidades " o de "bajas capacidades ". Cabe destacar también que el análisis de los datos empíricos se realizó a través de un Análisis Crítico del Discurso. Los resultados demuestran que ambos, alumnado y profesorado, legitiman una agrupación específica del alumnado que condiciona el rendimiento académico. También es posible concluir que la interpretación sobre los procesos educativos que sigue el alumnado están condicionados por las interacciones que se dan en la escuela. Aunque se dé una relación entre interacción y rendimiento académico; el profesorado tiende a explicar el rendimiento académico a través de otros factores

Bricolage for self-sufficiency: an analysis of alternative food networks

In this article the bricolage concept is applied to compare the organisational dynamics of two alternative food networks (AFNs) in Riga and Bristol respectively. It is argued that bricolage is a useful concept to understand the dynamics of AFNs. The concept “bricolage” refers to the free use of any materials at hand. Bricoleurs accept that these materials might not be ideal, but nevertheless use them as long as they offer characteristics that help to reach the AFN goals (which, for the AFNs featured in this article, are establishing a functioning farmers’ market, and founding a market garden). Such use of “what fits” and “what’s at hand” may lead to new and unexpected ways how these initiatives operate. The article argues that bricolage is a liberating concept in the organisational study of AFNs because it frames them as characteristically dynamic and constantly active in relation to changes in local contexts. Bricolage thus helps determine the nature of AFN dynamism

Unseen food: The importance of extra-market small farm's production for rural households in Europe

Small farms are a key part of the system of food flows that happen outside of marketing channels, and which is a crucial source of food for to the most vulnerable part of the world population living in the rural or connected to the rural through family and other social links. Food Self-Provisioning (FSP) is the largest share of these informal flows. For Europe and European small farms today, the role of FSP is relatively un-known. In this paper we address the relative weight and relevance of extra-market arrangements in small farms in Europe, thus contributing to the understanding of the multi-dimensional role of small farms in the regional food system they are part of, and also in the wellbeing of their own household. The analysis is based on 739 face-to-face interviews to small farms, in 24 regions of Europe across a North-South and East-West gradient. We show evidence that FSP is important in all types of small farms, and even if all small farms are in some way linked to the market, they continue producing food which circulates outside the market and may be quite relevant for the farm household, as well as for strengthening social ties in the rural communities and rural-urban interactions

Sustainable development in circular agriculture: An illustrative bee↺legume↺poultry example

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Assessing the role of small farms in regional food systems in Europe: Evidence from a comparative study

The importance of small farms is well established and recognized in developing countries, but far less is known about their role in Europe, where agriculture is largely industrialized. In this paper we use a comparative analysis of evidence from 15 European countries to assess the contribution of small farms to regional food production and availability, across geographies and products. We collected information about regional (NUTS-3) level production, trade and consumption of 91 products across 25 European regions using official statistics, expert interviews, and farm-level surveys. This information was used to develop product-specific systems maps which were coded and systematised. We then used a Random Forest algorithm to establish which system variables were more likely to explain variation along two dimensions: the contribution of small farms to regional production (i.e. proportion of regional production coming from small farms) and their contribution to regional food availability (i.e. proportion of their production that is consumed within the region). Our results suggest that the contribution of small farms to regional production is closely related to the relative abundance of small farms in the agricultural landscape, while their contribution to regional food availability is driven by structure of specific supply chains and the market linkages available to small farms, and in particular the degree of selfprovisioning and direct sales to consumers. These findings shed light on the relatively unknown word of European small farms, showing their importance in food production and availability, and providing new evidence to inform more effective policy for these often-neglected actors of the food system

Agrupación del Alumnado: La Influencia de las Interacciones de los Agentes Educativos

This research illustrates how pupil grouping within primary education influences their possibilities to achieve high education results. Paper aims to show how does pupils’ achievements and education interpretation are constructed and how such constructs are connected to teacher interpretation of pupils’ abilities. Analysis is concerned with micro interaction occurring in schools between teacher and pupil. Research is elaborated in interpretative perspective and based on theories of new sociology of education and grouping. To obtain information about questions analyzed several interviews with Latvian language and mathematics teachers were conducted. Afterwards several interviews were done with pupils whom interviewed teachers described as “good” or “bad”. To analyze empirical data Critical Discourse Analysis was applied. Results show that both pupils and teachers legitimize pupil grouping and groups is used to predict pupil performance. It’s also possible to conclude that pupils’ interpretation of education processes comes from interaction within school. Although there is a link between interaction and pupil’s achievements, teachers tend to explain pupil achievements through other factors.Este artículo analiza la agrupación del alumnado en la educación primaria y su influencia en alcanzar resultados educativos elevados. El autor tiene como objetivo señalar los logros del alumnado, como la interpretación educativa se construye en la interacción en el aula y como estas construcciones están conectadas con la interpretación del profesorado de las habilidades del alumnado. El análisis está centrado en la interacción micro que ocurre entre el profesorado y el alumnado. Este estudio empírico está elaborado desde la perspectiva interpretativa y basado en las nuevas teorías sociológicas de la educación. Para la obtención de los datos se llevaron a cabo entrevistas con profesorado de lengua y matemáticas, seguidas de entrevistas con alumnado a los que el profesorado describía como de "altas capacidades " o de "bajas capacidades ". Cabe destacar también que el análisis de los datos empíricos se realizó a través de un Análisis Crítico del Discurso. Los resultados demuestran que ambos, alumnado y profesorado, legitiman una agrupación específica del alumnado que condiciona el rendimiento académico. También es posible concluir que la interpretación sobre los procesos educativos que sigue el alumnado están condicionados por las interacciones que se dan en la escuela. Aunque se dé una relación entre interacción y rendimiento académico; el profesorado tiende a explicar el rendimiento académico a través de otros factores

Pupil Grouping: education Agent Interaction Influence on Education Results

This paper analyses pupil grouping within primary education and its influence on pupils´ opportunities to achieve high education results. The author aims to show how pupils´ achievements and education interpretation are constructed in classroom interaction, and how such constructs are connected to teacher interpretation of pupils´ abilities. The analysis is concerned with micro interaction occurring between the teacher and the pupil. The empirical study is elaborated within the interpretative perspective and based on theories of New Sociology of education and grouping. To obtain data about the questions analyzed interviews with language and mathematics teachers were conducted, followed by interviews with pupils whom the interviewed teachers described as "high ability" or "poor ability". To analyze the empirical data Critical Discourse Analysis was applied. The results show that both pupils and teachers legitimize pupil grouping and these groups are used to predict pupil performance. It is also possible to conclude that pupils´ interpretation of education processes comes from interaction within school. Although there is a link between interaction and pupilse achievements, teachers tend to explain pupil achievements through other factors.Este artículo analiza la agrupación del alumnado en la educación primaria y su influencia en alcanzar resultados educativos elevados. El autor tiene como objetivo señalar los logros del alumnado, como la interpretación educativa se construye en la interacción en el aula y como estas construcciones están conectadas con la interpretación del profesorado de las habilidades del alumnado. El análisis está centrado en la interacción micro que ocurre entre el profesorado y el alumnado. Este estudio empírico está elaborado desde la perspectiva interpretativa y basado en las nuevas teorías sociológicas de la educación. Para la obtención de los datos se llevaron a cabo entrevistas con profesorado de lengua y matemáticas, seguidas de entrevistas con alumnado a los que el profesorado describía como de "altas capacidades" o de "bajas capacidades". Cabe destacar también que el análisis de los datos empíricos se realizó a través de un Análisis Crítico del Discurso. Los resultados demuestran que ambos, alumnado y profesorado, legitiman una agrupación específica del alumnado que condiciona el rendimiento académico. También es posible concluir que la interpretación sobre los procesos educativos que sigue el alumnado están condicionados por las interacciones que se dan en la escuela. Aunque se dé una relación entre interacción y rendimiento académico; el profesorado tiende a explicar el rendimiento académico a través de otros factores

Eight megatrends in Nordic-Baltic food systems

In the context of climate change, future-oriented thinking is more important than ever before. While the histories of the Nordic and Baltic regions differ, their future in terms of bio-based economies, value chains and caring for biodiversity is the same. Therefore, joint exercises in imagining a shared regional future are of the utmost importance in increasing the wider Nordic and Baltic region’s level of integration. This research paper uses megatrends as a way to reflect on the future of food in the Nordic-Baltic region. Here, futures thinking is understood as an informed reflection on the major changes that will occur in the coming decades in all areas of society. Eight specific megatrends influencing and influenced by Nordic-Baltic food systems are developed and discussed in depth here