The University of Southampton
University of Southampton Institutional Repository

SATurated models of pupildom: assessment and inclusion/exclusion

Hall, Kathy, Collins, Janet, Benjamin, Shereen, Nind, Melanie and Sheehy, Kieron (2004) SATurated models of pupildom: assessment and inclusion/exclusion British Educational Research Journal, 30, (6), pp. 801-817. (doi:10.1080/0141192042000279512).

Record type: Article


Adopting a socio-cultural theoretical framework and based on ethnographic data from two primary schools, this paper seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children’s participation in the learning opportunities on offer to them. From their analysis of observational, interview and documentary data, externally-imposed and monitored regimes of assessment are what really matters in the school lives of the year six children in the authors' fieldwork schools. Assessment, narrowed to testing, defines the school day, the curriculum, the teacher’s responsibilities, the pupil’s worth, the ideal parent, and what counts as ability; it pushes towards a particular type of learning at the expense of other types. The article begins with a brief theoretical and methodological account of the study and a note on each participating school. It then suggests and discusses models of ‘SATurated pupildom’ that are supported by the data. Versions of learning and ability as well as teacher subject positions that variously fit with the demands of summative assessments for accountability purposes, but that do not square with valuing diversity, are also discussed. The conclusion briefly considers the findings in the context of a macro-culture that circumscribes what schools and teachers must value most and in relation to tensions within New Labour’s push for standardisation on the one hand and inclusion and social justice on the other.

Full text not available from this repository.

More information

Published date: December 2004
Keywords: assessment, inclusive education, ethnography, special educational needs


Local EPrints ID: 12654
ISSN: 0141-1926
PURE UUID: 65a21ddf-c2cc-4cfa-ad1e-6dc2260eb058

Catalogue record

Date deposited: 06 Dec 2004
Last modified: 17 Jul 2017 17:02

Export record



Author: Kathy Hall
Author: Janet Collins
Author: Shereen Benjamin
Author: Melanie Nind
Author: Kieron Sheehy

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton:

ePrints Soton supports OAI 2.0 with a base URL of

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.