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Title: Student voice and the international curriculum : connections, contexts and spaces
Author: Skene, R. J.
ISNI:       0000 0004 8498 4210
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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This thesis explores the relationship between student voice and the international curriculum and the significance of this relationship for learning in secondary schools. Framed within a social realist epistemology and employing individual and focus group interviews to gather teacher and student perspectives, this work employs an interpretive research approach, underpinned by established work on student participation and wider concepts of the curriculum and curriculum design. Curricular developments within a growing international secondary school sector, an under-realisation of the recognised benefits of greater student-teacher collaboration and a deficit in research available on the relationship between student voice and the international curriculum created the need to explore these notions further. Three European international schools are researched and contrasted, each one distinctly offering a linear, constructivist or mixed approach in delivering the International General Certificate of Secondary Education (IGCSE) or International Baccalaureate Middle Years Programme (IBMYP) secondary curriculums. This study confirms that the authentic engagement of students and teachers in learning conversations is similarly problematic in an international context as in a national one. However, impediments to student voice can be negotiated through the creation of a shared space where pedagogical dialogical encounters are encouraged and where teacher and student interior authenticities are affirmed. Such a space can be theorised as the zone of dynamic collaboration embracing Shulman's (1986) concept: pedagogical content knowledge (PCK). The emergent research perspectives also suggest that whilst student voice activities can be achieved in both linear and process curricular designs, a constructivist approach to curricular design, as represented by the IBMYP, may positively promote student voice due to its less prescribed nature. This thesis makes a theoretical contribution to closing the gap between student voice aspirations and real, practical collaborative outcomes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available