Student researchers in the middle: using visual images to make sense of inclusive education

Abstract

Using ‘visual narrative’ theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with ‘student voice’. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students’ self‐knowledge of schooling. Methodologically we refer to our research approach as ‘visual narrative’. Other writers in this edition use the term ‘photo voice’. For researchers it is important to highlight the differing orientations that ‘visual narrative’ and ‘photo voice’ signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years’ students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under‐represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never‐ending struggle.

Conducting photo methodologies with children: framing ethical concerns relating to representation, voice and data analysis when exploring educational inclusion with children

“…At the same time, the fact that the production of the images and related comments has been guided by children is beneficial for them as they may be reassured that their views about their education are being listened to (Children and Families Act, 2014) and they are able to utilise whichever of their visual as well as verbal communication skills they are most comfortable with when explaining their experiences. This view is supported by Moss et al (2007) who also adopt visual methodologies when working with similarly aged primary children in Australia. Moss et al (2007:47) describe visual narrative methodologies as liberatory and empowering; as a way for young pupils to express their knowledge of education, and "give an authentic voice to their concerns and experiences regarding schooling".…”

La tutoría como espacio de democracia: una mirada desde la voz de los docentes en formación/The tutoring as democratic space. A view from student teacher’s voice

“…La dinámica Diamond-9 es una estrategia enmarcada en la investigación visual siendo reconocida por su valor para implicar a los alumnos en el proceso investigador al invitarles a reflexionar sobre sus ideas y sentimientos (Moss, Deppeler, Astley, y Pattison, 2007;Niemi, Kumpulainen y Lipponen, 2015;Rose, 2012;Thomson, 2009). …”

Hear my voice: Mainstream secondary students with learning difficulties speak out

“…They found that students felt included in the community when their concerns were acknowledged and acted upon. Moss, Deppeler, Astley, and Pattison (2007) used the methodology of visual narrative to document marginalised students' perceptions of their school environment. In the present study, students gave voice to their personal experiences of school.…”