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Appraisals and de/legitimation of classroom well‐being: A study based on Chilean students' voices
Author(s) -
RamírezCasas del valle Lorena P.,
López Leiva Verónica A.,
Baeza Duffy Patricia M.
Publication year - 2021
Publication title -
children and society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 58
eISSN - 1099-0860
pISSN - 0951-0605
DOI - 10.1111/chso.12435
Subject(s) - legitimation , context (archaeology) , pedagogy , qualitative research , perspective (graphical) , citizen journalism , social justice , punishment (psychology) , sociology , psychology , social psychology , social science , political science , politics , paleontology , artificial intelligence , computer science , law , biology
This study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to take and then select photographs about their school experience, and later participated in semi‐structured interviews and a group workshop. Findings regarding the classroom context showed that children legitimised active learning methodologies, teachers to whom they feel close, and the use of technology for learning. They delegitimised punishment and teachers who ignored minority students or those with learning difficulties.