ABSTRACT
One of the defining features of institutionalized education is assessment. Assessment practices have as an outcome differentiation on the basis of some criteria. Here we will show that the criteria for assessment included being a certain type of Child and knowing about a certain kind of Childhood. In the previous two chapters we examined constructions of the Child in a novel and in classroom talk about that novel. In further examining the achievement of the category Child-Student as a set of institutional practices, this chapter considers one additional data corpus, students’ writing. Here we present a particular and selective analysis of the students’ writing in terms of the questions made apparent in talk (Chapter 9) and applied to the novel (Chapter 8).
