ABSTRACT
Ownership of knowledge results when young participants learn for themselves, not just for the teacher, examiner or society. Knowledge becomes meaningful to them within their own personal frame of reference, not one dictated by external assessment. Learning activity is also internalised as being owned by them (Woods et al. 1999). Knowledge becomes an integral part of the pupil’s self and identity, and it is through these that we consider the issue of ownership in this chapter.
