Our ability to perceive our environment through prejudge mental attitudes is a necessary capacity in order to survive in a social environment. However, how we utilize this capacity, and whether it promotes equality or inequality, is to a large extent dependant on our perception of ourselves in relation to our surroundings. Through critical social theory, this thesis aims to explore and compare attitudes exhibited by the Swedish educational system, towards the socially constructed phenomenon of adolescent students in upper secondary school, speaking their voice. The production of knowledge is problematized regarding the relationship between theoretical regulatory texts of norms, ideals and requirements, versus active implementation in practice. Through metaphysical questioning of reason and norms, discrepancies of intention, lack of consideration for power relations and pernicious ignorance, is problematized and reflected upon, as possible factors reinforcing attitudes of negative stereotyping, identity prejudice and inequality, evoking questions concerning human and children’s rights. Enactment of fear and silencing through reference to status and authority, rather than data actually sustaining a stand through scientific reason and justified knowledge, positions the adolescent student as the subaltern, and perpetuates adultism through imbalance within the dyadic power relation. Through three case studies, chosen due to their compatibility to the frames of a pre- case study initiating attention to the subject at hand, this study exemplifies identity prejudice and institutionalized hegemony through epistemic violence, marginalizing the student to the status of the subaltern. Thereby suffocating both the development of the student, as well as the institutional system´s own purpose and legitimacy, by jeopardizing the confession to scientific reason and justifiable knowledge. It is thus aspects of our ethical and political epistemic conduct this study addresses, by problematizing the cross-boundary interface of research, politics and practice. Findings indicate negative prejudice credibility deficit administered towards students, through social injustice of epistemic violence, fortified by the educational institutions and their regulatory authorities through obscurantism, by neglect of scientific reason and justified knowledge, when constructivist stands implemented as ontological realities, are questioned through critical thinking.

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