Labelling and learning: An interactionist perspective

As the authors of this article, John Quicke and Christine Winter, put it, ‘The aim of this article is to clarify the notion of labelling and demonstrate … the usefulness of an interactionist perspective as a basis for intervention strategies’. The strategy is clearly outlined and a detailed case study used to illustrate various points. The techniques deployed enable pupils to reflect on their own and other people's behaviour in a non‐threatening atmosphere and to move towards an adjustment or modification in the light of this experience. The article draws on data from the ESRC Cognition and School Processes Project at the University of Sheffield.