Student voice in an age of ‘security’?     

Eve Mayes 《Critical Studies in Education》2020,61(3):380-397

ABSTRACT

As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students at a comprehensive coeducational public secondary school where student voice was adopted as a school reform strategy are read with and through a policy context concerned with security (in particular, the Australian Government’s Schools Security Programme and the Living Safe Together policy strategy), and Foucault’s problematisations of ‘security’ in lectures published in Security, Territory, Population. It is argued that student voice is entwined with contemporary security policies and practices; securing the material borders of the school is inextricable from limits placed on the discursive articulation of feeling in and beyond school gates.  相似文献   

VOICES OF DISAFFECTED PUPILS: IMPLICATIONS FOR POLICY AND PRACTICE   总被引：3，自引：0，他引：3  

Kathryn Riley  Jim Docking 《British Journal of Educational Studies》2004,52(2):166-179

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A students’ take on student–staff partnerships: experiences and preferences     

Samantha E. Martens  Annemarie Spruijt  Ineke H. A. P. Wolfhagen  Jill R. D. Whittingham  Diana H. J. M. Dolmans 《Assessment & Evaluation in Higher Education》2019,44(6):910-919

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A tale of two narratives: student voice—what lies before us?     

Valerie Hall 《牛津教育评论》2017,43(2):180-193

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.  相似文献   

Support provision for students with Special Educational Needs in Irish Primary Schools     

Richard Rose  Michael Shevlin 《Journal of Research in Special Educational Needs》2020,20(1):51-63

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.  相似文献   

Researching into Some Primary School Children's Views About School: Using Personal Construct Psychology in Practice with Children on the Special Needs Register   总被引：1，自引：0，他引：1  

TIM MAXWELL 《Pastoral Care in Education》2006,24(1):20-26

This article describes a research project, which collected the views of 13 junior aged children on the special educational needs register of one school about their education. The techniques used for eliciting their views were a series of personal construct psychology (PCP) conversations based on drawings produced by the children of themselves in school. A case study approach was taken within the naturalistic paradigm of 'constructivist inquiry'. The findings indicated that social activities were of greater importance for the pupils than formal learning experiences. Peer relationships were paramount and these defined the positive or negative experiences the pupils had of school in general. The pupils were able to describe a range of problem solving strategies for resolving peer group difficulties. The implications of the study are also discussed.  相似文献   

Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001)   总被引：1，自引：0，他引：1  

Helen May 《Journal of Research in Special Educational Needs》2004,4(2):67-73

It is three years since the revised Code of Practice for special educational needs (Department for Education and Skills (DfES), 2001) was implemented within schools in England. In this document renewed emphasis was given to pupil participation, building upon and strengthening previous requirements. The inclusion of pupil participation in this document, which governs the ways in which schools must operate, provided cause for optimism by raising the status of the topic and embodying a tool by which to implement the participation rights of the child within the education system. This article scrutinises the sections on pupil participation within the Code for their potential to advance the field. It raises some crucial questions, opening up new areas for debate on the subject. It refers to research insights into participation from the perspective of pupils themselves to illustrate the issues being raised. The article calls for the participation of the pupils themselves to be acknowledged and accounted for, alongside current requirements that professionals encourage pupil participation and account for their perspectives.  相似文献   

论张爱玲散文中的生命况味     

徐珊 《娄底师专学报》2007,(2):102-104,127

张爱玲在她的散文里怀着对生命的惊奇，建立了可喜的声色世界，同时在这个形式世界里又并置了悲凉虚无的人生内蕴，形式与意义彼此消解的矛盾促使她的散文呈现一种独特的游离的人生景象。  相似文献   

A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood          下载免费PDF全文

Rainart Fayette  Caroline Bond 《British Journal of Special Education》2018,45(1):5-25

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.  相似文献   

"超级女声"的媒介分析     

闫伊默 《成都教育学院学报》2006,20(7):118-120

继2004年超级成功之后,2005年“超级女声”再一次风靡全国。种种对此有关社会的、经济的、美学的、文化的所谓“小题大做”,或许囿于“技术决定论”的诟病,都有意无意地忽略或淡化了对大众传播媒介本身的关注。因此,文章从大众媒介的角度切入,对其进行分析。  相似文献