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Problematising pupil voice using visual methods: findings from a study of engaged and disaffected pupils in an urban secondary school

journal contribution
posted on 22.09.2015, 12:31 by Hilary Cremin, Carolynne Mason, Hugh Busher
This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices.

History

School

  • Sport, Exercise and Health Sciences

Published in

British Educational Research Journal

Volume

37

Issue

4

Pages

585 - 603

Citation

CREMIN, H, MASON, C.L.J. and BUSHER, H., 2011. Problematising pupil voice using visual methods: findings from a study of engaged and disaffected pupils in an urban secondary school. British Educational Research Journal, 37(4), pp.585-603.

Publisher

© 2011 British Educational Research Association

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2011

Notes

This paper is in closed access

Language

en

Exports

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Keywords

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