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From ‘consulting pupils’ to ‘pupils as researchers’ : a situated case narrative

Thomson, Pat and Gunter, Helen 2005, From ‘consulting pupils’ to ‘pupils as researchers’ : a situated case narrative, British educational research journal, vol. 32, no. 6, pp. 839-856, doi: 10.1080/01411920600989487.

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Title From ‘consulting pupils’ to ‘pupils as researchers’ : a situated case narrative
Author(s) Thomson, Pat
Gunter, Helen
Journal name British educational research journal
Volume number 32
Issue number 6
Start page 839
End page 856
Total pages 18
Publisher Routledge
Place of publication Abingdon, England
Publication date 2005-11
ISSN 0141-1926
1469-3518
Summary Schools in England are now being encouraged to 'personalise' the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a 'student's-eye' set of evaluative categories in a school-wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student 'mind-mapping' exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils-as-consultants to pupils-as-researchers, a potentially more transformative/disruptive practice. They query the notion of 'authentic student voice' and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically.
Language eng
DOI 10.1080/01411920600989487
Field of Research 130202 Curriculum and Pedagogy Theory and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2006, British Educational Research Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026435

Document type: Journal Article
Collection: School of Education
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