Differential participation in whole-class discussions and the construction of marginalised identities

By L. Black. 2004

95 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/83b720ae07eb4d20dabdd3cdbb8c1a6ba0cc735d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Y. Solomon
2. H. Roos
3. Einat Heyd‑Metzuyanim
4. Rachel Lambert

Citations in the corpus

• Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, unknown): “…(Mercer, 1995, Mercer, 2000), that of the National Oracy Project (Norman, 1992) and work such as Black’s analysis of primary school mathematics (Black, 2004a, b) suggests that in the cultural context of the school, the power imbalance between teachers and pupils and the pressure of school…”
• Finding a voice? Narrating the female self in mathematics (2012, background): “…have shown, there is also a gender dimension in the practices and positions of the classroom which are laid down in early schooling (see for example Black, 2004a, 2004b), continue in the later compulsory years (Boaler, 1997; Mendick, 2005a; Solomon, 2007b) and contribute to later marginalised…”