Felt tip pens and school councils: children's participation rights in four English schools

Wyse, Dominic

doi:10.1002/chi.651

Cited by 57 publications

(39 citation statements)

References 6 publications

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“…School councils are susceptible to adult manipulation and methods of pupil selection may well not meet standards of democratic representation (Alderson, 2000a(Alderson, , 2000bWyse, 2001). The demands made of this approach may be manageable and even attractive to confident, articulate young people but may not seem so appealing to others.…”

Section: Developments In Practicementioning

confidence: 99%

Moving the participation agenda forward

et al. 2004

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This article sets the scene for the other papers in this Special Issue on children's and young people's participation, by outlining the nature of the ESRC Seminar Series from which all are derived and by developing the main themes discussed at the seminars. The focus of this Issue is participation by children and young people as this relates to differing notions of social exclusion and inclusion. This article critically examines participation in the contexts of policy, practice, research and theory. In many respects the environments in each of these domains is supportive of increased participation, yet there is also much evidence of limited impact by recent participative measures and of disillusionment by many young people who have been engaged in consultation and decision-making. A way forward is suggested, which entails collaboration among all the key stakeholders including children and young people, connects participatory and social inclusion aims and mechanisms, and is committed to achieving tangible outcomes based on the wishes of children and young people

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Section: Developments In Practicementioning

confidence: 99%

Moving the participation agenda forward

et al. 2004

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“…This decision was influenced by the success of using the method for a previous research project on children's rights (Wyse, 2001b). Video and audio data collection was rejected because they were likely to inhibit and/or adversely influence the children's reactions.…”

Section: Methodsmentioning

confidence: 99%

Pupils' word choices and the teaching of grammar

Wyse

2006

Cambridge Journal of Education

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The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the Grammar for Writing resource is the most recent example in England. Educational analysis on the subject of grammar has moved from a focus on whether grammar teaching improves pupils' writing to reflection on the rational for teaching knowledge about language, and subsequently a focus on a wide range of language topics. The study reported in this paper analysed the way that eight children made word choices during the writing process. Theory is presented to support the idea that contextualized learning of grammar is significant. Five significant influences on word choices are reported. Strong links between text-level influences on word-choices and the use of unconventional language at sentence and word level were found. It is concluded that writing pedagogy should be re-evaluated in order to consider the balance between individualized support and support for groups during the writing process.

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“…Aunque la creación de estos mecanismos ha sido relevante y es una forma de reconocer que debe haber distintas voces en los centros educativos, lo cierto es que sobre la práctica esta vía no ha resultado efectiva en la promoción de la participación y la democracia en la escuela. Un cuerpo amplio de investigaciones realizadas en distintos países señalan que los órganos de participación, tanto los que representan a todos los grupos de la comunidad educativa como los órganos específicos del alumnado (generalmente coordinados por docentes), parecen no haber servido para canalizar la participación en la escuela (e.g., Cross, Hulme y McKinney, 2014;Gomes Nadal, 2012;McFarland y Starmanns, 2009;Muñoz, 2011;Pagoni, 2009;Santos Guerra, 1997;Wyse, 2001).…”

Section: Democracia Y Escuelaunclassified

Propuesta de marco conceptual para la democracia y la participación del alumnado en la escuela

García‐Pérez

Montero

2017

Rev. Bras. Educ.

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RESUMENEste artículo teórico se centra en la elaboración de un marco conceptual para investigar los procesos de participación del alumnado. Apoyándonos en planteamientos de los modelos de democracia participativa y deliberativa, partimos de nuestra consideración de la democracia como una forma de vida, que en la escuela debe acompañarse de valores como la búsqueda del bien común, la pluralidad y la creación de una atmósfera de confianza. Definimos la participación del alumnado como un conjunto de procesos (diálogo, toma de decisiones y acción) por el que los alumnos se hacen protagonistas de la realidad que viven, siendo parte y tomando parte de la vida de los centros educativos. Analizamos la relación entre los tres procesos, para después plantear la pregunta de quién debe participar y finalmente señalamos algunas conclusiones sobre la propuesta.PALABRAS CLAVE participación del alumnado; democracia en la escuela; diálogo; toma de decisiones; educación democrática.* Este trabajo fue desarrollado gracias a la concesión de una ayuda para la Formación

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Felt tip pens and school councils: children's participation rights in four English schools

Cited by 57 publications

References 6 publications

Moving the participation agenda forward

Moving the participation agenda forward

Pupils' word choices and the teaching of grammar

Propuesta de marco conceptual para la democracia y la participación del alumnado en la escuela

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