Something needs to be said – Some thoughts on the possibilities and limitations of ‘voice’

Leeuw, Renske R. de; Little, Cathy; Rix, Jonathan

doi:10.1016/j.ijer.2020.101694

Cited by 7 publications

(8 citation statements)

References 40 publications

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“…As mentioned by de Leeuw, Little and Rix (2020), there is a gap between rhetoric and practice in the field of pupil voice. Several studies suggest that, in practice, schools provide disappointingly few opportunities for pupils to express their views and contribute meaningfully to shaping school life (Fielding & Bragg, 2003;Lundy, 2007;Wyse, 2001).…”

Section: Pupil Voicementioning

confidence: 99%

Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

Karlsen

Ohna

2021

International Journal of Educational Research

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Section: Pupil Voicementioning

confidence: 99%

Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

Karlsen

Ohna

2021

International Journal of Educational Research

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“…This may be challenging especially for younger children or children with different types of disabilities. There is a wide research gap in exploring the voices of younger children (de Leeuw et al, 2020) and children with disabilities (Hellström, 2019) in bullying research. Students' conceptualization of bullying behavior changes with age, as there are suggestions that younger students tend to focus more on physical forms of bullying (such as fighting), while older students include a wider variety of behaviors in their view of bullying, such as verbal aggression and social exclusion (Hellström & Lundberg, 2020;Monks & Smith, 2006;Smith et al, 2002;Hellström et al, 2015).…”

Section: Ability To Sharementioning

confidence: 99%

Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire

Lundberg

Hellström

2022

Int Journal of Bullying Prevention

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The field of bullying research deals with methodological issues and concerns affecting the comprehension of bullying and how it should be defined. For the purpose of designing relevant and powerful bullying prevention strategies, this article argues that instead of pursuing a universal definition of what constitutes bullying, it may be of greater importance to investigate culturally and contextually bound understandings and definitions of bullying. Inherent to that shift is the transition to a more qualitative research approach in the field and a stronger focus on participants’ subjective views and voices. Challenges in qualitative methods are closely connected to individual barriers of hard-to-reach populations and the lack of a necessary willingness to share on the one hand and the required ability to share subjective viewpoints on the other hand. By reviewing and discussing Q methodology, this paper contributes to bullying researchers’ methodological repertoire of less-intrusive methodologies. Q methodology offers an approach whereby cultural contexts and local definitions of bullying can be put in the front. Furthermore, developmentally appropriate intervention and prevention programs might be created based on exploratory Q research and could later be validated through large-scale investigations. Generally, research results based on Q methodology are expected to be useful for educators and policymakers aiming to create a safe learning environment for all children. With regard to contemporary bullying researchers, Q methodology may open up novel possibilities through its status as an innovative addition to more mainstream approaches.

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“…Despite the progress we have seen toward inclusive education in HE, teaching remains largely driven by adjustments for each student, creating diverse organizational and personal challenges (Collins et al, 2019;Yusof et al, 2019). It is very important to listen to the voices of students, so we can make a difference and facilitate changes (Leeuw et al, 2020). Universities can be more human and inclusive, where everybody has their place, able to learn and participate.…”

Section: Discussionmentioning

confidence: 99%

Resilience factors in students with Disabilities at a Portuguese University

Martins¹,

Moriña²

2022

PED

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This paper explores resilience factors identified in students with disabilities at a Portuguese public university. This research employs a mixed approach using qualitative and quantitative methods. For this, we used a retrospective, multiple case study design, and individual interviews were conducted with students with disabilities. We conclude that resilience, self-esteem, family support, subjective well-being and psychological well-being are protective factors that contribute to a good adaptation and better inclusion in higher education. Accessibility conditions on campus continue to present barriers that hinder mobility and the students’ academic experience. Besides their resilience, it is noteworthy to mention the persistence and dedication these students reveal, continuing to struggle every day to make their dreams come true, facing a daily routine that is not always easy.

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Something needs to be said – Some thoughts on the possibilities and limitations of ‘voice’

Cited by 7 publications

References 40 publications

Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire

Resilience factors in students with Disabilities at a Portuguese University

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