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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 2015-09-22, 12:31 authored by Hilary Cremin, Carolynne MasonCarolynne Mason, Hugh BusherThis 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 JournalVolume
37Issue
4Pages
585 - 603Citation
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 AssociationVersion
- 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
2011Notes
This paper is in closed accessPublisher version
Language
- en