How Do 9–10‐Year‐Olds Conceptualise, Engage in, and Navigate Banter Within Primary Education? A Figurational Analysis

Despite growing research concerning banter in educational settings, this article is the first to examine how primary‐school aged children conceptualise, engage in, and navigate banter in England. This focus is important given this impressionable phase of childhood development and teachers and policy...

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Bibliographic Details
Published in:	Children & society 2025-11, Vol.39 (6), p.1051-1058
Main Authors:	Mierzwinski, Mark Francis, Green, Matthew James
Format:	Article
Language:	English
Subjects:	Attachment banter Bullying Child development Childhood Children Civilizing process Classroom communication Concept formation Educational research Elementary education Emotional intelligence Ethnographic research Ethnography figurational sociology Habitus Peers peer‐group dynamics Policy making primary education Prosocial behavior Social intelligence Students Teachers
Citations:	Items that this one cites
Online Access:	Get full text
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