ECER 2009 Discipline_and_Discontent_F HB Sept 2009.pdf (494.97 kB)
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Is it Ethnography? Some students’ views of their experience of Secondary schooling in England

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conference contribution
posted on 05.03.2015, 16:22 by Hugh Busher
The study set out to investigate how official and unofficial discourses of inclusion, engagement and discipline in schools in England at present affect the ways in which students and teachers construct their various identities. The study was carried out in one Secondary school in Middle England, UK, with 36 students in Year 9 (age 13-14 years), 3 of their class teachers, and some of the senior staff of the school. In addition to observation of students’ lessons, students took photographs of their environment to situate themselves in it and provide the bases for reflexive interviews with the academic researchers. Students showed sympathy for teachers working under pressure; annoyance with other students acting in an anti-social manner; a strong sense of justice; expectation that they should be respected in the way they are treated by adults; and acceptance of the necessity of rules and punishments for rule breakers.

Funding

The ‘Voices’ project, 2007-09, was funded by the British Academy, Award Number: LRG-45482

History

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Source

European Conference on Educational Research (ECER), Vienna: University of Vienna 2009

Version

AM (Accepted Manuscript)

Available date

05/03/2015

Temporal coverage: start date

28/09/2009

Temporal coverage: end date

30/09/2009

Language

en

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