<P>The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. </P><P>Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book:</P><UL><LI>offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning</LI><LI>identifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school cultures</LI><LI>explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels</LI><LI>identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. </LI></UL><P>This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world.</P>