Identity and transfer: a new focus for home–school knowledge exchange

Abstract

This paper argues that transitions, such as the transfer from primary to secondary school, are particularly significant with regard to exploring changes in identity and construction of self. A particular identity (seen as the way the self is represented and understood by an individual and by others) may be viable in one setting and not in another. Therefore transitions between settings have the potential to challenge established identities and force re‐assessment. Transfer between schools thus challenges both children and their parents to adapt to new circumstances in a way which may involve shifts in identity. There is evidence that children's learning performance can suffer with accompanying social, emotional and behavioural difficulties. Parents' and other family members' knowledge of their children may have much to contribute to their successful transition and to the school's understanding of how to facilitate this. However there is little evidence that this is drawn upon substantially by schools. The paper illustrates this with reference to a detailed case study (from the Home School Knowledge Exchange project) of two children from the same family.