Identity, Learning, and National Narratives: A qualitative review of how a pupil’s ethnic, racial and/or national identity impacts learning perceptions
Dana Catherine Coggio
(PGCE General Primary, 2023-2024)
email: danacoggio@gmail.com
Abstract
In a country as heterogeneous as England, where growing migration is creating a patchwork of diversity in primary schools, understanding how children’s identity impacts their learning can be pivotal to understanding how best to nurture acculturation between groups. Already, research has shown that national, ethnic and racial identities and associated stereotypes can impact learning. How such identities impact pupils’ perspectives on their learning remains to be fully understood. As a theoretical study, this article aims to make a case for why researching identity formation during the primary years is integral to understanding national cohesion. This theoretical qualitative case study would interview a diverse Year 4 class in a Church of England School. Analyses of the interviews would be done through transcription and coding to pull out emergent trends which may indicate a parallel between pupil perspectives on learning and their identity. This article concludes that the impact of such identity research may lead to a better understanding of how cohesive identity forms amongst a diverse population. The outcome of this research may contribute to a broader understanding of acculturation within heterogeneous societies. Additionally, it may support - or oppose - efforts by governments to create a cohesive national identity on the primary level. Future research on this subject must include interviewing a broad selection of primary-aged pupils in order to obtain a well-rounded overview of pupils’ learning perspectives and identity.
Copyright: © Dana Catherine Coggio, 2025
The full paper is available for download as a pdf file: 069-090_Coggio