Školní úspěšnost a její (re)produkce na základní škole
Academic Success and the Intergenerational Reproduction of Academic Performance at Basic School

Summary/Abstract: This article presents the preliminary results of an ethnographic study focusing on eighth- and ninth-year students at two basic schools in Prague. The study conceives academic success and failure as categories that need to be explained; it is necessary to demonstrate how they are produced and ascribed with meaning in the everyday practice of student evaluation, especially by school authorities. Student evaluations are generally based on a complex assessment of a student’s aptitude and diligence, and they also refl ect a student’s conduct at school conduct and attitude towards school discipline, education, and authority, i.e. towards accepted values, the school code, and other (written and unwritten) rules of interaction. Academic failure signalling some kind of shortcoming on the part of the recipient of an evaluation – be it a lack of interest, motivation, cooperation, effort, ability, or intelligence – has a moral connotation and stigmatising effect.

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