Kids' Voices in Educational Reform Research: What Really Matters The Social Negotiation of Role and Discourse as Definers of Pedagogy /
Year: 1996
Type: article
Abstract: Student voices and perspectives have been largely absent from research and literature related to school reform.The focus has typically been on a more systemic, organizational level of change and when the focus shifts to the school and classroom level, student perspectives are still not a part of the discourse of school change.The student is often portrayed as the beneficiary of school reform efforts, rather than a partner in the processes of education and change.This study examines what is significant to students related to school reform and how they are impacted as learners and individuals.The study is both qualitative and collaborative in its nature, as the seventh grade student participants are involved in every aspect of the study from determining the focus of the literature review, to the synthesis, analysis and representation o f the data and findings and the generation of grounded theory.The findings reveal that issues of significance to students are related to two primary concepts, that o f discourse and student/teacher role.Students reported that their experiences in reformed learning environments typically represented a shift from the monological nature of discourse in a traditional classroom to more of a dialogical approach where there is ongoing feedback, support, negotiation, and interaction between students and teachers to assure successful learning for students.The participants also reported valuing interaction between teachers and students of a more personal nature, stepping out of traditional role expectations for students and teachers.This was far less common in their experiences both in traditional and reformed environments.They reported that interaction and relationships of a personal nature were vital to redefining learning in a manner to encourage risk taking, and exploration of learning through questioning and the generation o f theory, as opposed to a content coverage or mastery of knowledge and skills approach in the classroom.Research becomes an act o f pedagogy when engaging in collaborative research with students.Issues of power, voice, role and relationships were pervasive in the findings.These same issues undergird many of the findings related to conducting collaborative research with young students.The challenges and benefits are discussed, as well as recommendations for engaging in educational research with students and specific strategies to do so.Dedicated to my daughter, Paige, who gave up so much o f my time and attention so that I could invest it in my students and our study.It is her spirit, one shared with my students, that gives my work and words life and meaning.It is Paige's spirit that renews my commitment to making school a better place for her and all children.
Author: Holly J. Thornton
Institution: The Ohio State University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2805661172