ABSTRACT
This chapter examines the ways in which institutional structures, space and time organisation, the school architecture, school policies, discourses, and teachers' approaches to differences framed the place of Otherness in school and how these were reflected in children's views of belonging and othering. The ways in which ideas of belonging and othering are transmitted in school are often not the result of an explicit philosophical or political intent. Children's views on being a pupil and the role of school have shown how their understandings were inscribed within these wider institutional structures, values, and practices, which reflected national orientations and public discourse around belonging in France and England. This draws attention to the ways in which conceptions of belonging are inscribed within societal discourse, as well as the values, structures, and practices of school, and are interpreted by children through their everyday experiences.
