“Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school

• Published in: Teaching and teacher education Vol. 70; pp. 88 - 99
• Main Authors: McGillicuddy, Deirdre, Devine, Dympna
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.02.2018
• Subjects: Ability grouping; Numeracy and literacy; Pedagogy; Primary school; Symbolic violence; Teacher expectations; Symbolic violence; Pedagogy; Numeracy and literacy; Primary school; Teacher expectations; Ability grouping
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2017.11.008

This paper presents findings from a mixed methodological study exploring teacher perspectives on the use of ability grouping in primary schools in Ireland. Results indicated that teachers were shown to ‘funnel and filter’ children into differentiated ability groups, conceptualised as acts of symbolic violence. This had particular implications for learners assigned to the ‘weaker’ groups, most especially boys, minority ethnic/migrant children and those with additional support needs. Factors related to length of teacher experience and engagement with continuous professional development were found to mediate the strength of framing of children's learning in ability groups. •Ability grouping impacts teacher pedagogic practice and how they ‘do’ teaching.•Learning frames shaped by teachers' differing expectations across ability levels.•Implications for boys, migrant children and those considered ‘low’ ability.•Teachers implement ability grouping although they are aware of its implications.•Ability grouping can be considered as an act of symbolic violence.