This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

中文翻译：

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从小学过渡的孩子们在反思学校的目的-关于联系，（错误）认可和成为的叙述

本文借鉴了在苏格兰进行的一项基于学校的案例研究，该案例研究了11至12岁的孩子从小学过渡到中学之前对学校的看法和经验。利用霍尼特的承认理论以及爱，权利和团结的维度，研究结果表明，孩子们把学校视为对话，互惠和承认的地方。学习和知识活动离不开关系和情感方面。当发生错误识别时，受试者的身份和自尊心可能会受到严重侵犯。