Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577557
Title: Rebel without a voice : developing student voice in a pupil referral unit
Author: Jones, Elizabeth J.
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
This study explores the development of student voice in a Pupil Referral Unit. The research offers a unique perspective since it is situated outside mainstream school settings and reflects strategies which are beyond the conventional participative models of student voice. Previous research within the organisation indicates that excluded students in urban settings lack the skills to communicate effectively, particularly with those in authority. This limits their ability to articulate their opinions and ideas both inside the organisation and in the wider community. The thesis aims to develop strategies that will support excluded students in establishing their voice by exploring the idea of a specialised curriculum which develops the skills of empowerment and self advocacy so that students become more articulate, confident and able to communicate successfully. The methodology is practitioner research within the wider context of an on-going action research project in the organisation. A series of focus groups involved staff and students in a critical analysis of current practice and identifying the key elements of a specialised curriculum. Three strands of theoretical analysis are used: (1) Theories that place excluded students in the wider social and political context, which provide an insight into the consequences of exclusion and the discourses of difference that emerge. (2) Models of education based on social justice and empowerment, linked to a critical pedagogy. (3) Work on student voice and how this can inform the development of strategies that support excluded young people in establishing a coherent and articulate voice. Research outcomes indicate the need for a specialist curriculum including key elements that would support excluded students in developing their voice. Essential to this is a critical pedagogy and a range of teaching and learning strategies that are integrated throughout the whole college curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.577557  DOI: Not available
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