PUPIL IDENTIFICATION CARDS AND SOCIAL CON STRUCTION OF INEQUALITY IN EDUCATION

Based on a study involving interviews with teachers from ''premiere'' and ''terminale'' (last two years of French secondary school) relating to the content of identification cards generally handed out to pupils at the beginning of the school year, three models of teacher behaviou r were developed according to the signification these cards had for te achers. The central discussion point to which this article attempts to provide a reply is whether these cards are likely to have a role in s ocial construction of inequality at school.