25 SES 07, Promoting Students’ Self Expression and Development: Some Problematics
This paper refers to an ongoing research that we are carrying out at the University of Cantabria(“Escuelas que caminan hacia la inclusión educativa: trabajar con la comunidad local, la voz del alumnado y el apoyo educativo para promover el cambio”.Director: Teresa Susinos. EDU2011-29928- C03-03))which isfunded by the Ministry of Science and Technology (Spain).
The aim of this project is to encourage, develop and assess the setting-up of student voice experiences in some primary and secondary schools which have implemented ad hoc-designed student participation projects.Student voice is not a frequent concern for Spanish schools, so the novelty of this issue in our national context is complemented in this research with the purpose of increasing inclusion and democracy education in schools.We finally seek to prove that these student voice experiences can be conceived as tools (“levers”) for change and institutional improvement towards these said purposes.
The project is inspired in the Student Voice Movement (Fielding, 2007; Rudduck y Flutter, 2007) and is coherent with previous research work that our group has been carrying out on educational inclusion/exclusion (Susinos y Parrilla, 2008; Susinos, 2007). It is also connected with the theory of inclusion and school improvement which conceive schools and communities of practices within schools (Wenger, 1998) as main units of educational change, taking as a starting point the analysis of the needs and strengths of each particular school (Stoll y Fink, 1999; Ainscow, 2005).
We are in the last phase of the research and at the moment the core issues are to evaluate and disseminate the project. Our commitment to a qualitative-collaborative research approach has taken us to develop the whole research project through “mixed research groups”, consisting of teachers from the school, the school counsellor and one of the university researchers.
Therefore, we advocate the need to submit the research processes, and mainly the use and ownership of data, to ethical standards and social commitment. Our educational research seeks to promote a constant dialectical process in which participants negotiate meanings with the researcher at all stages of the investigation (Gitlin et al., 1992). The knowledge generated throughout the research will be the result of a play of subjectivities in which none of the voices should prevail over the other (Domingo and Bolivar, 2006).
In this paper we present the process of constructing collaborative narratives (Griffin, Parker, Kitchen, 2010) as a final stage of the research. These narratives have been developed by eight “mixed research groups”. This dialogic production aims to disseminate the experiences of student voice carried out in schools during the research project and it will result in the publication of a Good Practices Guide of student participation and its ultimate posting on the project website.
AINSCOW, M. (2005). El desarrollo de sistemas educativos inclusivos: ¿Cuáles son las palancas de cambio? Journal of Educational Change, 6, 109-1024. BOLÍVAR, A Y DOMINGO, J (2006). La investigación biográfica y narrativa en Iberoamérica: Campos de desarrollo y estado actual. Forum: Qualitative Social Research, 7(4). CLANDININ, J. & CONNELLY, M. (2000). Narrative inquiry: experience and story in qualitative research. San Francisco: The Jossey-Bass education series. COCHRAN-SMITH, M. et al. (2009). Good and just teaching: the case for social justice in teacher education. American Journal of Education, 115, pp. 347-377. DÍAZ DE RADA, Á. (2007). Etnografía y técnicas de investigación antropológica. Madrid: UNED. FIELDING, M. (2007) “On the necessity of Radical State Education: democracy and the common school”. Journal of Philosophy of Education, 41(4), 539-557. FIELDING, M. (2011) La voz del alumnado y la inclusión educativa: una aproximación democrática radical para el aprendizaje intergeneracional. Revista Interuniversitaria de Formación del Profesorado (Zaragoza), 70 (25, 1), 31-61. GITHIN, A (1992) Teachers' Voices for School Change. Teachers College Press: Columbia University. GRIFFIN, S., PARKER, D.C, KITCHEN, J. (2010) Carrying Stories From the Outside In: A Collaborative Narrative Into a Teacher Education Community. Education, 16 (2), 15-29. RUDDUCK, J. y FLUTTER, J. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata. STOLL, L. y FINK, D. (1999). Para cambiar nuestras escuelas: reunir la eficacia y la mejora de las escuelas. Barcelona: Octaedro. SUSINOS Y HAYA (2014). Developing student voice and participatory pedagogy: a case study in a Spanish primary school. Cambrigde journal of education 44 (3), 385-399. SUSINOS RADA, T. Y RODRÍGUEZ-HOYOS, C. (2011) La educación inclusiva hoy. Reconocer al otro y crear comunidad a través del diálogo y la participación. Revista Interuniversitaria de Formación del Profesorado, 70 (25,1), 15-30. SUSINOS, T. (2009). Escuchar para compartir. Reconociendo la autoridad del alumnado en el proyecto de una escuela inclusiva. Revista de Educación, 349, 119-136. SUSINOS T. Y PARRILLA, A. (2008). Dar la voz en la investigación inclusiva. Debates sobre inclusión y exclusión desde un enfoque biográfico-narrativo. REICE Revista Electrónica Iberoamericana sobre calidad, eficacia y cambio en educación, 6(2), 157-171. WENGER, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. ZEICHNER, K. (2010). New epistemologies in teacher education. Rethinking the connections between campus courses and field Experiences in College and University based teacher education. Journal of teacher education, 61, 89-99.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.