The article aims to provide an understanding of the development of individual identity within elite boarding schools. To this end, Herlufsholm School is perceived as a constellation of practices geared towards the production of the elite. During the empirical investigation, individual students attending the school were invited to construct narratives concerning their experiences and understandings of their trajectories of participation within this constellation. By condensing the meaning of these narratives, and operationalising a practice theory framework of situated learning inspired by Jean Lave and Etienne Wenger, it is possible to gain an understanding of how a Herlovian identity - perceived as an elite identity – becomes individualised through the relations and interactions occurring within the practices of the school.
|Journal||Tidsskrift for Medier, Erkendelse og Formidling|
|Publication status||Published - 2015|
- Elite identity
- Elite boarding schools
- Practice theory
- Constellations of practice