ECER 2009 Discipline_and_Discontent_F HB Sept 2009.pdf (494.97 kB)
Is it Ethnography? Some students’ views of their experience of Secondary schooling in England
conference contributionposted on 2015-03-05, 16:22 authored 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.
The ‘Voices’ project, 2007-09, was funded by the British Academy, Award Number: LRG-45482
Author affiliation/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education
SourceEuropean Conference on Educational Research (ECER), Vienna: University of Vienna 2009
- AM (Accepted Manuscript)