Aligning person‐centred methods and young people’s conceptualizations of diversity

Abstract

Many existing studies of diversity are concerned with social groups identified by externally determined factors, for example, ethnicity, gender, or educational attainment, and examine, either quantitatively or qualitatively, issues delineated by these. In evaluating methods used in previous research, we consider ways in which the adoption of 'person-centred approaches' in our research might better explore subjective perceptions of difference as experienced in young people's schooling. We critically examine our initial findings in seeking to define the language and scope of difference expressed by young people aged 18-20 years with a variety of educational outcomes, including higher and further education, training, employment, and unemployment. We then propose some appropriate methodologies for further exploration of how difference is embodied and enacted during young people's schooling years.

How to See the Classroom Through the Eyes of a Teacher: Consistency Between Perceptions on Diversity and Differentiation Practices

“…These results are in line with previous findings, showing that teachers vary in perceiving classroom diversity (Roiha, 2012;Waite, Boyask, and Lawson, 2010). From the classroom observations, the four teachers have mostly used a reactive approach in the teaching practice (Tomlinson, 2014), meaning that they planned the lessons and then tried to make them fit to all students.…”

“…A limitation of this ª 2016 NASEN research is that the focus has been on specific preset aspects of diversity. Eliciting teachers' perceptions about classroom diversity requires a person-centred approach (Waite, Boyask and Lawson, 2010). Person-centred methods enhance sensitivity to subjective experiences in social contexts, which, in turn, allow a more appropriate understanding of diversity.…”

“…Therefore, the following research question was addressed: To what extent do teachers adapt their differentiating practices to their perceived understanding of classroom diversity? Based on previous findings (Roiha, 2012;Waite, Boyask, and Lawson, 2010), it was expected that teachers would distinguish a broad range of different aspects of diversity within a classroom. In addition, their way of framing students' diversity was expected to be related to differentiation practices with respect to the curriculum, process, resources, required learning activities and students' outcomes.…”

Autonomy and Governance in Local Authority Provision for Children and Young People

“…This was one of a series of conversations recorded by the project team in order to capture our collaborative construction of knowledge. While discussion amongst the university researchers has subsequently been developed through our collaborative writing, conversation seemed to be a more equitable way of co-constructing knowledge with our local authority partner (for more on our commitment to person-centred research, see Waite et al, 2010). We have included selected excerpts from the discussion about how local authorities might make use of this research, integrating them into the main text to augment the textual analysis of our research findings.…”

Gaining insights into young people's playful wellbeing in woodland through art-based action research

“…GfW embraces the action research conventions that validate and endorse practice-based, embedded, context-specific methods and findings as a basis for change and improvement (McNiff and Whitehead, 2002, p 4). Experimentation with practice-derived research processes, where practitioners were free to iteratively establish methods congruent with the circumstances of the research (Waite et al, 2010;Power and Bennett, 2015), was firmly embedded within an ethical framework (reviewed and approved by a research ethics committee at Plymouth University).…”