Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551321
Title: From first contact to Facebook : seven boys' experience of secondary education : a narrative inquiry
Author: Maddern, Lynn
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2011
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Abstract:
This narrative inquiry took place in Bristol between 2003 and 2011 and is a follow-up, of seven African Caribbean and Somali boys who participated in a social skills group whilst in their final year of primary school. Five years later, I met with the boys and families at home and, using a performance narrative methodology, engaged in conversations regarding the boys' secondary school experience including their perception of factors that had supported as well as impeded their progress at school. A national and local review of the educational attainment of pupil by ethnicity was undertaken, highlighting a discourse of BME underachievement, as well as a critical discourse of institutional racism. At this time a demographic change as a result of a rise in international migration was impacting on their schools. The first interviews were undertaken when the boys were in Year 10. Poems were created from the transcripts and during the second interviews, in Year 11, they were read aloud as a means of returning the stories to the families. The boys' narratives were crafted into layered texts which included the poems, transcript extracts, field notes and reflections. The boys' messages to their schools included a desire for all students to receive an equal amount of their teachers' time. The research found that school initiatives to support attainment crosscut with personality so that the socially outgoing boys were well served but the shy, reserved boys were left wanting, and ultimately desperate to leave school. Performance narrative allowed for stories to be cued and supported by family members, for migration stories to be eo-constructed and for contested stories to be deconstructed in disagreement. I considered my positioning in regard to my White ethnicity, my class, gender and age and reflected on the effect this may have had on my relationships with the participants.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.551321  DOI: Not available
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