ABSTRACT This article draws on findings from an ethnographic case study based on the classroom experiences of a learning disabled student as he attended regular schools in New Zealand. The aim is to look at a disabled student’s friendships within his classroom experiences so as to see how peer interactions supported his learning. The research involved making regular visits to an eleven year-old’s classrooms while he was at a two-year middle school. The data, including observation notes and interview transcripts, was analysed using a sociocultural framework to demonstrate how friendship was embodied in patterns of reciprocal and intersubjective activity. This has implications for how we understand concepts like classroom culture and its influence on inclusion, where the literature has often been on teacher-student relationships rather than peer relationships. Lastly, it demonstrates the important role of ethnography in generating knowledge about classroom experience that would be difficult to establish using other methods.

中文翻译：

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课堂上的对等互惠与友谊：残疾学生的经历

摘要本文是根据人种学案例研究的结果得出的，该研究基于一名学习障碍的学生在新西兰的正规学校就读时的课堂经验。目的是在课堂学习中观察残疾学生的友谊，以了解同伴互动如何支持他的学习。这项研究涉及定期访问一名十一岁的中学二年级学生的教室。使用社会文化框架对包括观察笔记和访谈记录在内的数据进行了分析，以证明友谊是如何在对等和主体间活动中体现的。这对我们如何理解课堂文化等概念及其对包容性的影响具有影响，那里的文献经常是关于师生关系而不是同伴关系的。最后，它展示了人种学在产生关于课堂经验的知识方面的重要作用，而使用其他方法很难建立这种知识。