For the Tuesday and Thursday evening sessions 16&18 October 2007 in 1WN 3.8, 5.15.-7.15

 

I'm hoping that you will access at least one paper from the Special Issue of Educational Action Research of September 2007 on Young People's Voices below for referencing in your educational enquiries. 

 

Here's a quote from Yaakub Murray that might help you to articulate that feeling of being included in constantly changing complex relationships while generating understandings that are sufficiently stable to make sense of our educational influences in our own learning and in the learning of our pupils/students (and in the social formations we are included in).

 

"One of the consequences of my epistemological nomadism for producing a clearly communicable text that I have come to understand through my inquiry is that I have this creative, excessive, or 'leaky' (Lather, 1993) tendency where my imagination is still working out the possibilities that have moved further on than I have been able to communicate in my text. This produces a 'gap' because I have not stabilized either my meanings of writings before I have moved on again in the direction of new, insightful 'oases'.

The flow of my liquid imagination requires a solution, or moment of stability, perhaps a stabilising process, in which the runaway liquidity of my meanings are staunched just long enough for me to translocate them in communicable ways into my text. This tension of exposing and opening up new ideas set against the practical need to hold them steady and stabilise them so that I can communicate their meanings has remained with me throughout my research inquiry as a journey of liquid discovery, and ever-present in my writing–up process. I have not resolved this issue. The tension remains: I imagine it will require a very conscious effort of self-discipline on my part whenever I write. "(Murray, 2007, p. 208) 

Murray, Y. P.  (2007) How I develop a cosmopolitan academic practice in moving through narcissistic injury with educational responsibility: a contribution to an epistemology and methodology of educational knowledge. Ph.D. submission to the University of Bath, August, 2007. 

 

Here is how I would like you to access the contents of the Special Issue of EAR on Young People's Voices of September 2007 (see below).

 

Go into http://www.bath.ac.uk/library/info/      

click on: Electronic Journals  

click on E  in the A-Z list  

Scroll down to Educational Action Research and click, 

Fill in the boxes Year 2007, Volume 15,  Issue 3  

Click on Informaworld Journals: 

Enter your BUCS username and password and click.   

 

You should then have access to all the contents of this issue and you can download and print any article.

 

Here are the contents of the Special Issue on Young People's Voices

                                   

Jean Rudduck (1937-2007) 'Carving a new order of experience': a preliminary appreciation of the work of Jean Rudduck in the field of student voice 323 – 336

Author: Michael Fielding

                 

Students as researchers: engaging students' voices in PAR 337 – 349

Authors: Derek Bland; Bill Atweh

 

'If I am brutally honest, research has never appealed to me ...' The problems and successes of a peer research project 351 – 369

Authors: Rosemary Kilpatrick;  Claire McCartan;  Siobhan McAlister; Penny McKeown

 

The power of adolescent voices: co-researchers in mental health promotion 371 – 383

Author: Candace Lind

                 

So round the spiral again: a reflective participatory research project with children and young people 385 – 402

Authors: Niamh O'Brien; Tina Moules

 

If they'll listen to us about life, we'll listen to them about school: seeing city students' ideas about 'quality' teachers 403 – 415

Authors: Kristien Marquez-Zenkov;  Jim Harmon;  Piet van Lier; Marina Marquez-Zenkov

                 

Exclusion in an inclusive action research project: drawing on student perspectives of school science to identify discourses of exclusion 417 – 440

Author: Eva Nystršm

                 

Developing the skills of seven- and eight-year-old researchers: a whole class approach 441 – 458

Author: Ros Frost

                 

Consulting pupils in Assessment for Learning classrooms: the twists and turns of working with students as co-researchers 459 – 478

Authors: Ruth Leitch;  John Gardner;  Stephanie Mitchell;  Laura Lundy;  Oscar Odena;  Despina Galanouli; Peter Clough

 

THEORETICAL RESOURCE

Engaged voices - dialogic interaction and the construction of shared social meanings 479 – 488

Author: Leora Cruddas

                                   

BOOK REVIEWS 489 – 497

Authors: Jane Reeves;  Ruth Leitch; Susan Groundwater-Smith

 

Love Jack