Developing student voice and participatory pedagogy: a case study in a Spanish primary school

Abstract

This article describes a case study that is part of a broader research project in which schools set up processes of school improvement inspired by the proposals put forward by students. The project furthers the initiatives of the student voice movement and seeks to implement more participative pedagogical models. This as a whole represents a novel opportunity in the context of Spanish schools. Specifically, in the text we describe an experience in which students work as researchers (SAR) and in which we describe and discuss this process carried out in a primary school through ethnographic tools. The findings allow us to discover in this experience a learning opportunity for the members of the school community and for the school itself. Likewise, the research permits us to verify the existence of certain changes in the preexisting practice architectures that affect the cultural-discursive dimension, the material-economic dimension and the social-political dimension of schools.

ICT for Inclusion. A Student Voice Research Project in Spain

“…This article is part of a broader research project 1 financed by the Ministry of Science and Innovation, which was carried out in 13 schools in the region of Cantabria (Spain) over a four year period (2011-2015). The theoretical arguments underlying this research have been extensively described in previous papers (Susinos Rada & Haya Salmón, 2014;Susinos Rada, Haya Salmón & Ceballos López, 2015) and are supported by the student voice movement, SV. Under the leadership of authors committed to a democratic and participative school model (Bragg, 2007;Fielding, 2011;Rudduck & Flutter, 2007), this movement has grown considerably in recent years, especially in Anglo-Saxon countries, although it is hardly known in Spain.…”

Formación de futuros maestros de Educación Física a partir del aprendizaje experiencial

“…Por ello, es importante considerar y tener en cuenta al alumnado en el proceso educativo tanto en el ámbito universitario (Cassidy, 2004) como en la escuela (Ceballos, Susinos y Saiz, 2016;Ceballos-López y Saiz-Linares, 2019;Susinos y Haya, 2014), pues según enfoque esta situación, va a tener uno u otro impacto sobre su rendimiento y aprovechamiento académico, de tal manera que este puede revertir en la satisfacción de las Necesidades Psicológicas Básicas (NPB), esto es autonomía, relación y competencia para mejorar la motivación intrínseca y, consecuentemente, el rendimiento académico (Doménech y Gómez, 2011;Reggiani, 2013); además, el alumnado alcanzará un bienestar psicológico que favorecerá un aprendizaje más efectivo (Deci y Ryan, 2008) así como situaciones afectivas positivas (Sevil-Serrano, Abarca-Sos, Julián-Clemente, Murillo-Pardo y García-González,…”

The use of a diamond ranking and peer interviews to capture pupils’ perspectives

“…These elements are not new in the field of education; for decades, studies have pointed out the importance of listening to pupils’ perspectives in developing education (Cook-Sather, 2002; Dahl, 1995; Nieto, 1994; Raymond, 2001; Whitehead & Clough, 2004) or described the social nature of teaching and learning (Brophy, 2002; Kumpulainen & Renshaw, 2007; Wells, 2002). There have also been a number of studies related to pupils’ participation in the school context that discuss how their participation can be enabled in school contexts (Kirby & Woodhead, 2003; Maitles & Deuchar, 2006; Niemi, Kumpulainen, & Lipponen, 2015a, 2015b; Niemi, Kumpulainen, Lipponen, & Hilppö, 2015; Susinos & Haya, 2014; Whitehead & Clough, 2004).…”