| Summary: | The UK education system is built upon and perpetuates a single, dominant culture (beliefs, values and ideologies; Rahman, 2013) that reflects middle-class values (Abbot & Ryan, 2000). In contrast, pupils encounter a wide range of cultural influences. Pupils develop their own cultural identity by observing, blending and adapting a range of different cultural practices to form their own, unique cultural identities (Wortham, 2003). Thus schools increasingly serve pupils identifying with a range of diverse cultures. Research (e.g. Rahman, 2013) has highlighted the adverse impact of cultural diversity for minority populations in education. Recognising that cultural differences can occur in any pupil, this study explores the cultural experiences of mainstream pupils who are not currently considered culturally-diverse. This exploratory study employed a critical-realist stance and narrative enquiry methods. The primary analysis method was thematic, utilising the Voice-centred Relational Model (Brown & Gilligan, 1992) though structural and performance methods were also used. Three, year-9 pupils (2 male; 1 female) attending a single, mainstream secondary academy participated in two individual discussions, exploring instances when they felt like “a different kind of person” to that embodied in school practices. Four themes emerged (education purpose/format; understanding/meeting learning needs; school as a community; staff-pupil relationships). Differences in cultural beliefs and values were identified across all four themes. Social, emotional and behavioural impacts were noted. Study limitations and implications for future research and Educational Psychology practice are discussed.
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