We May Be Listening but Are We Ready to Hear? A Reflection of the Challenges Encountered When Seeking to Hear the Educational Experiences of Excluded Young People within the Confines of the English Education System

Autor/in	Caslin, Marie
Titel	We May Be Listening but Are We Ready to Hear? A Reflection of the Challenges Encountered When Seeking to Hear the Educational Experiences of Excluded Young People within the Confines of the English Education System
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 1, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caslin, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2093848
Schlagwörter	Educational Research; Research Methodology; Creativity; Adults; Youth; Interpersonal Relationship; Participatory Research; Inclusion; Children; Childrens Rights; International Law; Foreign Countries; Treaties; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Kreativität; Jugend; Jugendlicher; Jugendalter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Forschungstätigkeit; Inklusion; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Ausland; Abkommen
Abstract	When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma's encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the 'messiness' that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01