Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation

Dunne, Linda; Hallett, Fiona; Kay, Virginia; Woolhouse, Clare

doi:10.1080/13603116.2017.1348546

Cited by 8 publications

(6 citation statements)

References 48 publications

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“…42), y su inicio puede hallarse en el experimento al incorporar la fotografía en entrevistas, comparando su resultado con el obtenido sin utilizar la imagen, tal y como lo realiza Collier, en 1957. Con el tiempo, el planteamiento se modifica al uso de la fotografía en entrevistas de investigación y también para obtener respuestas/resultados como parte de un método de investigación estructurado (Dunne et al, 2018;Hill, 2015;Rayón Rumayor et al, 2021). Otra vinculación es recurrir a otras modalidades visuales (Visual Research Methodologies, VRM) e introducirlas con técnicas de recogidas de datos, como en las metodologías por observación o con encuestas, en la que se proponen dos herramientas para su desarrollo: la imagen y la palabra (Saénz de Tajeda Granados et al, 2021;Rayón Rumayor et al, 2021;Hidalgo-Standen, 2020;Lechuga-Jiménez, Moreno-Crespo y Moreno-Fernández, 2021).…”

Section: Metodologíaunclassified

Aprendizaje comprometido-legados transversales en didáctica de las ciencias sociales en inglés

Jiménez

Griffith

2022

revTECHNO

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Este estudio visibiliza el Aprendizaje Comprometido en las aulas del Grado de Educación Primaria con contenidos en Inglés, atendiendo al Patrimonio Cultural del entorno del alumnado, según la UNESCO. Promueve el Legado Transversal en Didáctica de las Ciencias Sociales con el uso de Metodologías de Investigación Visual y entrevistas a mayores y personas cercanas, con el fin de explorar y finalmente analizar necesidades existentes en la comunidad o entrono próximo. Consecuentemente, pretende la participación de la Universidad en temas sociales -localizar y buscar soluciones- dando voz al estudiantado y a la ciudadanía, incidiendo en la internacionalización y legados identitarios.

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Section: Metodologíaunclassified

Aprendizaje comprometido-legados transversales en didáctica de las ciencias sociales en inglés

Jiménez

Griffith

2022

revTECHNO

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“…The central premise of the VOICES_Ed project has been to challenge the idea that knowledge about inclusion is fixed, uniform or neutral (Dunne et al 2018). It is the term used within education settings to describe how individuals should be treated fairly and with equity so that everyone has access to opportunities.…”

Section: Approaches To Educational Inclusionmentioning

confidence: 99%

“…Inclusion is an important aspect of thinking about education as it has been suggested 20 per cent of school children are likely to experience some form of learning need that could hinder their access to education (Bartlett & Burton 2016, 157). However, a clear definition of inclusion or a description of how to enact inclusive educational practice has been difficult to reach (Dunne et al 2018), which is a driving factor for the VOICES_Ed project which seeks to explore multiple viewpoints regarding this 'slippery concept' (Hodkinson 2020). Much has been written about educational inclusion over the past fifty years; indeed, it has long been argued that how inclusion is expressed in policy and enacted in practice says much about societal values and priorities.…”

Section: Approaches To Educational Inclusionmentioning

confidence: 99%

“…The materials shared within the 'Spaces' exhibition is unrestrained by the need for a gallery space. Since the end of the exhibition we have been using the images and collated comments to work with children and young people in school-based workshops to design resources for schools to use so that we can collaboratively explore experiences of 'in(ex)clusion' within educational practice (Dunne et al 2018). We are also involved in delivering professional development for teachers and teaching assistants, community, social and child support workers designed around the materials from the 'Spaces' exhibition to invite reflections on practice.…”

Section: Conclusion: Beyond the Gallerymentioning

confidence: 99%

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Perspectives on Inclusion: Close Encounters of the Creative Kind

Woolhouse¹,

Hastings²,

Hallett³

2021

Int J Art Design Ed

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This article considers what might be learnt about inclusion as a concept and practice from sharing visual research data within a public art exhibition and associated workshops. The catalyst for the exhibition and workshops stemmed from a project that involved children and young people creating visual images that they felt represented inclusion or exclusion.The project was designed to explore, and rethink, concepts around educational and social inclusion. The images the children created were 'artified' to anonymise them and formed the central material for an exhibition held at Tate Liverpool in June 2018. The exhibition was designed to facilitate active engagement from individuals of all ages within the community so that their 'voices', perspectives and experiences might be acknowledged and shared in respectful ways. The underpinning idea behind this was to display research data as art and generate further data by undertaking 'research through art'. The article will detail how a range of multimodal methods were utilised to invite a more tactile and emotional engagement from visitors to enhance their experience and encourage them to move beyond passive viewing and participate in a more visceral and embodied engagement. The approaches utilised within the exhibition are explored to illuminate how a more active multimodal engagement within educational and public spaces might be encouraged. The article concludes with a discussion around how using public spaces can lead to reinterpreting the ways in which we understand inclusion and marginalisation within society.

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“…Our decision to use the term querencia as a concept in our research meant that we also tapped into the body of research that considers place (e.g., Gieryn, 2000;Gruenewald, 2003;Massey, 2005) and the relationship between place, exclusion and marginalisation (e.g., Dunne et al, 2018). To borrow a term from Massey (2005), we recognised that many social groups experience a throwntogetherness when joining new communities and that this relates at times to migratory agricultural workers and their families as they move into new locations and new communities.…”

Section: Constructing and Framing The Studymentioning

confidence: 99%

https://journal.spera.asn.au/index.php/AIJRE/article/view/323

Gouwens¹,

Henderson²

2021

AIJRE

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This paper uses data from research projects that deliberately set out to tell positive stories about educators who were working with the children and families of migratory agricultural workers in the US. The aim underpinning these projects was to move beyond the deficit discourses and stories of blame that so often circulate, particularly in relation to social groups that are marginalised, and to present stories that embody positive and productive ways of thinking and working. Using Maxwellâ€™s (2012) process of connecting, the authors used the transcripts of semi-structured interviews to construct narratives about three of the educators who were interviewed. These examples from rural education research highlighted the actions of educators to build and promote childrenâ€™s and familiesâ€™ relationships with the place where they were residing temporarily. The notion of querencia provided a helpful way of conceptualising the relationship between place and belonging, to assist the development of insider understandings. The narrative approach offers a way of opening such discussions in education more broadly and to consider the role of teachers in ensuring that negatively framed stories, such as deficit discourses, are not in play.

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Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation

Cited by 8 publications

References 48 publications

Aprendizaje comprometido-legados transversales en didáctica de las ciencias sociales en inglés

Aprendizaje comprometido-legados transversales en didáctica de las ciencias sociales en inglés

Perspectives on Inclusion: Close Encounters of the Creative Kind

https://journal.spera.asn.au/index.php/AIJRE/article/view/323

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