Detailed, longitudinal ethnographic approaches that explore how school success and failure evolve as interdependent sociohistorical positions are important for understanding how such processes affect unintended educational inequity in schooling. This study describes how one student comes to inhabit the identity of a disruptive student relative to a classmate who gradually comes to be viewed as the smarter student.

中文翻译：

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聪明，聪明，最聪明：丹麦学校中的竞争和联系身份

详细的纵向人种学方法探讨了学校成败如何相互依存的社会历史地位，对于理解此类过程如何影响学校中意想不到的教育不平等现象非常重要。这项研究描述了相对于逐渐被视为更聪明的学生的同班同学，一个学生如何养成颠覆性学生的身份。