Session Information
19 SES 12, Parallel Paper Session
Paper Session
Contribution
This paper discusses the results from fieldwork carried out as part of the national research project Livingandlearningwithnewliteraciesinandoutsideschool:contributionsforreducingschooldrop-out,exclusionandabandonmentamongyouth(Spanish Ministry of Science and Innovation. EDU2011-24122). This project aims to explore, with youth, the concept of multiliteracy, and their relationship to learning in and outside school. Within this framework I, along with one other researcher, followed and accompanied a group of six secondary students (who both meet, and fail to meet, teachers’ learning expectations).
This study was conducted collaboratively with students (Heath, Brooks, Cleaver & Ireland, 2009) during twelve sessions carried out from October, 2012, to February, 2013. During this fieldwork, as one of two presiding researchers, I guided the young people in their inquiry into their learning experiences, and with assisted in documenting and articulating the research process. This experience allowed me to explore how the group – two researchers and six secondary students – developed into a community of practice (Lave & Wenger, 1991).
Defining the community of practice as a platform from which an activity or knowledge acquires meaning, my ethnographical account captures how the group appropriated an external prompt – i.e., to study learning in and outside school – and converted it into a research topic that it could, and wanted, to investigate. This experience can be ordered into four key phases: (1) the negotiation between group members; (2) the formation of young people as researchers; (3) the evolution of the personal implication of the each individual and; (4) the documentation and narration of this process. Each of the following categories provides insight into how, as a group, we struggled to learn to talk, both amongst ourselves and in reference to the research theme.
Method
Expected Outcomes
References
Anderson, L. (2006). Analytic Autoethnography. Journal of Contemporary Ethnography 35 (4): 373-395 Heath, S., Brooks, R., Cleaver, R. & Ireland, E. (2009). Researching Young People’s Lives. London: Sage. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
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