Pupil Participation and Pupil Perspective: 'carving a new order of experience'

Rudduck, Jean; Flutter, Julia

doi:10.1080/03057640050005780

Cited by 347 publications

(206 citation statements)

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“…In England control of the agenda or topic is a major way of delimiting such debate. Thus while for Rudduck and Flutter (2000) the discussion in schools too often revolves around 'the charmed circle of lockers, dinners and uniform', for Fielding debate is often merely tokenistic:…”

Section: Discussion and Debatementioning

confidence: 99%

The Teaching of Democracy: Challenging the Meaning of Participation, Discourse and Dissent in the English School Curriculum

Gibson

2009

Citizenship, Social and Economics Education

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Gibson, H. (2009)'This cover sheet may not be removed from the document.Please scroll down to view the document. The teaching of democracy featured strongly in the Crick Report, the theoretical forerunner of the legislative framework, and is today an important element underpinning the citizenship curriculum in English schools. This paper suggests, however, that democracy is a more complex and problematic term than the one assumed by these documents. It therefore approaches the term more critically with the aim of unearthing some of the assumptions by exploring in detail three of its central tenets, viz. democratic participation, debate or discussion and the link between law and justice. It concludes by suggesting that teachers, charged with energising and re-engaging students with the democratic process, are currently expected to work with a framework that is theoretically questionable and concerned more for the generation of social cohesion than education.

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Section: Discussion and Debatementioning

confidence: 99%

The Teaching of Democracy: Challenging the Meaning of Participation, Discourse and Dissent in the English School Curriculum

Gibson

2009

Citizenship, Social and Economics Education

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“…Par exemple, dans leur étude sur les élèves des écoles primaires, Pollard et Triggs 12 opposent ces tendances actuelles aux qualités nécessaires pour la formation continue : résistance, intérêt intrinsèque, créativité et, tout simplement, plaisir d'apprendre. Des études récentes sur des élèves du secondaire 13 brossent un tableau similaire : un monde qui évolue pour les élèves mais pas pour les professeurs et les écoles, avec le même constat que de nombreux élèves ne s'intéressent pas activement à ce qu'ils apprennent. Le gouvernement britannique s'est explicitement engagé à développer la formation continue 14 .…”

Section: Différenciation Et Sélectionunclassified

Le succès, à quel prix ?

Broadfoot¹

2000

ries

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Les grands débats éducatifs aujourd'huiLe succès, à quel prix ?Dilemmes dans l'éducation anglaise pour le prochain millénaire RésuméLa volonté de rendre le système éducatif plus performant et plus efficace a orienté le vaste programme de réforme mis en place depuis 1988. Douze ans après, les débats portent sur les conséquences de cette politique qui a entraîné un contrôle étroit des élèves, des professeurs, des établissements et qui a développé à tous niveaux un esprit de compétition tendant à gommer la prise en compte des aptitudes individuelles. Au coeur de ces réflexions, ce sont les finalités mêmes de l'enseignement qui sont en question. What price success? Dilemmas in English education for the next millenniumSince 1988, a vast programme of educational reform has focused on increasing the efficiency and performance of Britain's education system. Twelve years later, educationalists have called into question the consequences of a policy that has introduced a tradition on controlling pupils and schools while stimulating increased competition at all levels which tends to prevent individual competencies from being recognised. At the heart of these concerns lies the question as to what should be the ultimate objectives for education ? ¿El éxito, A qué precio? Dilemas en la educación inglesa para el próximo milenio La voluntad de convertir el sistema educativo en uno más eficiente ha orientado el extenso programa de reforma efectivo desde 1988. Doce años después, los debates tratan de las consecuencias de esta política que ha generado un control estricto de los alumnos, de los profesores, de los centros escolares y que ha incentivado a todos los niveles un espí-ritu de competición que tiende a rebasar las aptitudes individuales. En el meollo de estas reflexiones, se debaten las finalidades de la enseñanza.

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“…Research on the importance of listening to the voices of students at a general level is now well-appreciated (e.g., see Cooper and McIntyre, 1996;Rudduck et al, 1997;Rudduck and Flutter, 2000). The emergence of mental health promotion in school curricula propels the need to understand more about students' perceptions into this new realm of enquiry.…”

Section: Introductionmentioning

confidence: 99%

Relationships between students’ mental health and their perspectives of life at school

Askell–Williams

Lawson

2015

Health Education

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Relationships between Australian students' mental health and their perspectives of life at school. Abstract PurposeThis paper explores relationships between students' self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia Design/methodology/approachThe Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1715 early adolescents in school years 7, 8 and 9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students' SDQ subscale scores (emotional symptoms, hyperactivity, conduct problems, pro-social skills) and the LLSQ subscale scores (motivation, learning strategies, coping with schoolwork, bullying, numbers of friends, safety at school, and teacher intervention in bullying events). FindingsThe correspondence analysis produced a two-dimensional visual display (a perceptual map)showing that students' abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (Factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students' reports about their school experiences.AUTHOR COPY of paper Published in Helen Askell-Williams , Michael J. Lawson , (2015) "Relationships between students' mental health and their perspectives of life at school", Health Education Research limitations/implicationsCaution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implicationsThe two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students' perspectives for system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implicationsThis paper can inform school-level policies and practices, such as those relating to professional development to support teachers' and students' capabilities (for example, to manage and prevent bullying) and thus influence the nature of the school experiences that shape students'perceptions. This paper adds students' perspectives to the emerging field concerned with designing programs for mental health promotion in schools. Originality/value

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Pupil Participation and Pupil Perspective: 'carving a new order of experience'

Cited by 347 publications

References 4 publications

The Teaching of Democracy: Challenging the Meaning of Participation, Discourse and Dissent in the English School Curriculum

The Teaching of Democracy: Challenging the Meaning of Participation, Discourse and Dissent in the English School Curriculum

Le succès, à quel prix ?

Relationships between students’ mental health and their perspectives of life at school

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