In groups the children choose three rules and then envoys go around the other groups and negotiate the rules they’ve chosen….When Lucy comes to our group with the rules, Holly reads them out and starts changing them…Lucy doesn’t seem to notice how quickly her role was usurped by Holly. (field notes) This non-engagement in the constant jostling for status extended to a lack of interest in the activities of children for whom it was of paramount importance. The girls’ were notable in that they were the group in the class who were ‘nice least bothered about the competitive and exclusive antics of the girls’. It ‘cool was unclear whether this lack of interest in the intrigues of the group’ was ‘cool related to their continued involvement in playground games. Certainly they were less likely to see what was going on in the girls’ corner if they were ‘cool racing around rather than sitting watching, but it is also possible that their lack of investment in these power struggles left them free to play. Unlike the rest of the class, they did not get involved in discussions of who fancied whom (Renold, 2005), and appeared generally to be uninterested in sex-related activities. The other children certainly regarded them as non-sexual, but this may simply reflect their low status; sexual attractiveness and an interest in liaisons were markers of so to ascribe them to this group would have undercut their ‘coolness’, subordination. While they were aware of what the group’ did, and ‘cool occasionally watched their disputes from a distance, the girls’ did not join in ‘nice with these arguments at all. This lack of interest was reciprocal: the girls’ ‘cool generally ignored the girls’. This was in stark contrast to the dominant boys’ ‘nice treatment of the lowest status boys. High status boys spent a good deal of energy
In groups the children choose three rules and then envoys go around the other groups and negotiate the rules they’ve chosen….When Lucy comes to our group with the rules, Holly reads them out and starts changing them…Lucy doesn’t seem to notice how quickly her role was usurped by Holly. (field notes) This non-engagement in the constant jostling for status extended to a lack of interest in the activities of children for whom it was of paramount importance. The ‘nice girls’ were notable in that they were the group in the class who were least bothered about the competitive and exclusive antics of the ‘cool girls’. It was unclear whether this lack of interest in the intrigues of the ‘cool group’ was related to their continued involvement in playground games. Certainly they were less likely to see what was going on in the ‘cool girls’ corner if they were racing around rather than sitting watching, but it is also possible that their lack of investment in these power struggles left them free to play. Unlike the rest of the class, they did not get involved in discussions of who fancied whom (Renold, 2005), and appeared generally to be uninterested in sex-related activities. The other children certainly regarded them as non-sexual, but this may simply reflect their low status; sexual attractiveness and an interest in liaisons were markers of ‘coolness’, so to ascribe them to this group would have undercut their subordination. While they were aware of what the ‘cool group’ did, and occasionally watched their disputes from a distance, the ‘nice girls’ did not join in with these arguments at all. This lack of interest was reciprocal: the ‘cool girls’ generally ignored the ‘nice girls’. This was in stark contrast to the dominant boys’ treatment of the lowest status boys. High status boys spent a good deal of energy
Being%20%E2%80%98nice%E2%80%99%20or%20being%20%E2%80%98normal%E2%80%99%20final.docx