Valuing the talk of young people: are we nearly there yet?

O'Boyle, Aisling

doi:10.1080/14748460.2013.799809

Cited by 6 publications

(3 citation statements)

References 28 publications

(26 reference statements)

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“…This pilot study makes several potential contributions. Students often face a lack of recognition for who they are and researchers need to give them a voice (O'Boyle, 2013) which this study has attempted to do, albeit on a small scale. Actively listening to what students say about their educational experiences in this way has potentially improving and empowering effects such as an increase in self-worth, self-respect and learning as well as a greater sense of agency (O'Boyle, 2013).…”

Section: Discussionmentioning

confidence: 99%

Students’ perceptions of the relationship between A-levels, expectations, values, task demands, goals and identities: A qualitative pilot study

Brown¹

2021

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According to Eccles' expectancy-value model of achievement motivation students' expectations and values relate to their performance and are influenced by goals and identities. When specific identities are important to an individual the tasks associated with them will have value and the individual will be motivated to act them out. This study explores students' perceptions of the relationship between their identities, goals, task demands, and their expectations and values for A-levels. Purposeful sampling of twenty A-level student participants and semi-structured interviews were employed. The results indicated that students attached value to doing well in their A-levels; they were perceived as important for the way they saw themselves, for their educational and occupational goals and future lives. Seemingly A-levels both confirmed aspects of students' identity but were also perceived to facilitate change and have positive effects. Overall, it appeared that A-levels are perceived to be important for the development of young people and illustrates ways in which these qualifications might shape how individuals see themselves and the impact upon them. The relationships are however complex and warrant further explanation including research methodologies employing student voice.

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Section: Discussionmentioning

confidence: 99%

Students’ perceptions of the relationship between A-levels, expectations, values, task demands, goals and identities: A qualitative pilot study

Brown¹

2021

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“…In the pupil-voice discourse, it is argued that young people have a democratic right to be heard on matters they consider important, and not just as a means of raising levels of achievement. Critics argue that ways of engaging them as important ‘influencers’ of policy, decision-making and change in schools need to be considered (Department for Education, 2004; Ferguson et al., 2011; Fielding, 2007; Guajardo et al., 2006; Klein, 2003; MacBeath, 2006; O’Boyle, 2013; Rudduck et al., 1996; Tetler and Baltzer, 2011). The reality, on the other hand, is that student voice has become ‘politicised’ and ‘incorporated into managerial rhetoric’ (Wisby, 2011: 37), and is often channelled to maintain a power relationship in which privilege is assigned to the adult’s, rather than to the student’s, authentic voice (Cruddas, 2007; Hall, 2017; Stern, 2007, 2013; Thomson and Gunter, 2006).…”

Section: An Alternative ‘Bottom-up’ Approachmentioning

confidence: 99%

Democracy in the classroom

Leach

2018

Power and Education

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This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey's and Martin Buber's philosophies of education, and Homi Bhabha's concept of 'third space' work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher-student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically 'top-down' teacher-guided and 'bottom-up' student-informed.

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“…There are varied arguments as to why student voice should be heard and considered in education. These arguments include issues of children's rights (Rudduck & Flutter 2000), student empowerment and political agency (O'Boyle, 2013;Rudduck, 2002), the value of the student perspective in education evaluation and improvement (Cook-Sather, 2002;Gough, 1999;McIntyre, Pedder, & Rudduck, 2005), educational benefits for students (Busher, 2012;Rudduck, 2002), and student voice as a transformative agent (Beattie, 2012). Hart (2008) describes an international program that strives for active participation in community-based social action and struggles for legitimacy within the educational system.…”

Section: Meaningful Student Involvementmentioning

confidence: 99%

Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?

Prabawa-Sear¹,

Dow²

2018

Aust. J. environ. educ.

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This research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.

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Valuing the talk of young people: are we nearly there yet?

Cited by 6 publications

References 28 publications

Students’ perceptions of the relationship between A-levels, expectations, values, task demands, goals and identities: A qualitative pilot study

Students’ perceptions of the relationship between A-levels, expectations, values, task demands, goals and identities: A qualitative pilot study

Democracy in the classroom

Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?

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