‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils’ critical thinking about school rules and their teachers’ behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers’ explanations of particular school rules, perceive some school rules and teachers’ interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education.     

The hostile environment,Brexit, and ‘reactive‐’ or ‘protective transnationalism’

The ‘reactive transnationalism hypothesis’ posits a relationship between discrimination and transnational practice. The concept has generally been studied using quantitative methods, but a qualitative approach augments our understanding of two context‐specific dimensions: the nature of the discrimination involved, and the types of transnational behaviour that might be affected. Drawing on in‐depth interviews with Bangladesh‐origin Muslims in London, Luton and Birmingham, in the UK, we demonstrate how anti‐Asian and anti‐Muslim racism have been conflated with intensified anti‐migrant racism in the context of ‘hostile environment’ immigration policies and the EU referendum (Brexit), producing an amplification of racist discourses associated with purging the body politic of its non‐white bodies. The insecurity generated is altering some people's relationships to Bangladesh, incentivizing investment in land and property ‘back home'. While this represents an example of ‘reactive transnationalism', we argue that ‘protective transnationalism’ might be a more appropriate way of describing the processes at work.