NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1162639
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1745 -7823
Differentiation through Individualisation--An Ethnographic Investigation of How One Swedish School Creates Inequality
Gustafsson, Jan
Ethnography and Education, v13 n1 p52-68 2018
The present article examines the general debate on curriculum differentiation and individualisation. Based on a policy ethnographic case study of class 9a at Forest School, it critically analyses how curriculum differentiation and individualisation are enacted in and interfere with classroom practice. The results show how Forest School's curriculum model on differentiation and individualisation has created and reproduced a system in which different knowledge is available to different groups of pupils. In practice, owing to this policy, some pupils are categorised as successful, some as adequate and some as failing. The analysis also shows that this practice creates differentiation in relation to school achievement and grades, but foremost that pupils in this class of 9th graders are paying a high price for their schooling, in the form of underachievement and social inequality.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A