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Beyond Student Voice: Patterns of Partnership and the Demands of Deep Democracy
Abstract
Of the many contemporary world crises, one of the most important concerns growing disillusionment with representative forms of democracy that are increasingly seen to offer only intermittent, condescending and ineffective involvement. The central argument of this paper is that we need to develop schools and other institutions of education that take participatory traditions of democracy more seriously. Whilst the increasing development of the 'student voice' movement in many countries across the world is contested and open to very different readings, it nonetheless offers a promising starting point to reflect on and develop new possibilities and approaches to learning, both in its more restricted formal modes and in its broader more openly democratic senses. Given the hostility and practical difficulty in imagining and developing alternative realities of this kind, the paper offers an intellectual typology and practical tool -patterns of partnership- intended to assist in the process of intergenerational learning and democratic development. Having given examples of what each pattern might look like in real schools in real time, the paper argues for one particular perspective -democratic fellowship- that attends, not only to power, but to relationships, to care as well as to rights and justice, to creative and joyful relations between persons as both the end and means of politics. The paper concludes by suggesting we need to reconnect to radical democratic traditions of education. It is here that we are most likely to find both the intellectual continuities and the practical storehouse of alternative capability on which we might usefully draw to inspire and sustain the kinds of democratic developments the paper advocates. Furthermore and finally, a 10 point framework is offered as a means of helping us to draw generic conclusions about alternative ways of living and working together in democratic fellowship.
... This will be followed by a brief description of the school under study and a discussion of the content analysis methodology. The article then moves on to a presentation of findings using Fielding's (2012) patterns of partnership (PoP) typology as a frame of analysis and ends with a discussion of the analyzed data. ...
... These spokes included instances where students were "consulted and informed," or "assigned but informed," or where actions were either "child-initiated [with] shared decisions with adults," "adult-initiated [with] shared decisions with children," or fully "child initiated and directed" (Treseder, 1997 quoted in Simmons andRobinson, 2014, p. 27). Fielding (2012) also created a non-hierarchical typology, which he termed "Patterns of Partnership." In his categorization, he details what he sees as different ways in which adults listen to and learn with students in schools, including students being data sources, active respondents, coenquirers, knowledge creators, joint authors and engagers in intergenerational learning for lived democracy. ...
... At around the same time that Fielding (2012Fielding ( , 2011 developed his above-discussed typology, he also published a chapter in the Student Voice Handbook in which he argued that we should seek "person-centred education for democratic fellowship" in contrast to "high performance schooling through market accountability": ...
Purpose
This paper aims to illustrate, by means of a content analysis of 278 weekly School Meeting minutes, the ways in which student voice is actualized in one democratic free school in Germany.
Design/methodology/approach
This paper uses a qualitative content analysis methodology of 278 weekly School Meetings minutes.
Findings
This paper uses Fielding’s (2012) patterns of partnership typology to illustrate what counts as student voice and participation in a democratic free school.
Research limitations/implications
Limitations included being reliant on translations of German texts, some missing minutes from the entire set, the lack of a single author for the minutes (and thus degree of detail differs) and the fact that the School Meeting minutes make reference to other meetings for various sub-committees for which no minutes exist, and thus, findings on the degree of student voice may be limited. And because this is a study of one school, generalizability may be difficult. Future research into these sub-committee meetings would prove helpful as well as content analyses of other democratic free schools’ meeting minutes.
Originality/value
This study can help people more deeply understand what goes on in democratic free schools and what student voice and participation can mean within this context.
... In recent years, the "student voice" movement has become famous as the "umbrella" for initiatives undertaken by schools to increase the role of students in decision-making on the design, development, management, or evaluation of any school life issue (Fielding, 2012;Lodge, 2005;Susinos & Ceballos, 2012). However, this evolution has not been matched by a basic consensus on the deep semantics of the expression. ...
... To frame the diversity of "student voice" experiences, over time, some authors have proposed models of analysis or practical tools to contribute to the construction of a theory of student participation as a device for school change and improvement (Fielding, 2001(Fielding, , 2012Hart, 1992;Lodge, 2005;Shier, 2000;Susinos & Ceballos, 2012). In this study, we highlight the proposals of Lodge (2005), Fielding (2012) and Susinos & Ceballos (2012), who recognise themselves as indebted to the contributions of Hart (1992) and Shier (2000). ...
... To frame the diversity of "student voice" experiences, over time, some authors have proposed models of analysis or practical tools to contribute to the construction of a theory of student participation as a device for school change and improvement (Fielding, 2001(Fielding, , 2012Hart, 1992;Lodge, 2005;Shier, 2000;Susinos & Ceballos, 2012). In this study, we highlight the proposals of Lodge (2005), Fielding (2012) and Susinos & Ceballos (2012), who recognise themselves as indebted to the contributions of Hart (1992) and Shier (2000). In all of them, the vision of educational institutions as communities of learning and intergenerational development emerges. ...
Understanding children and youngsters’ participation as a key dimension in educational innovation processes assumes the evolution from a conceptualisation of learners as beneficiaries to another which sees them as partners within that innovation and active individuals, agents of the teaching-learning-evaluation process. The research was centred on this topic, focusing on secondary education, within the scope of an ongoing innovation process in a school located in Porto. We sought to understand how the co-constructed social change is being experienced and perceived by the protagonists and which factors may enable or hinder it. The research was based on qualitative information, assuming it was an exploratory, descriptive, interpretative study. Data was collected through three focus groups – one with teachers and two with students (one with 5th and 9th graders and another with 11th graders) –, as well as an individual interview with the headmaster. The data analysis showed that the transition from conditional or advisory forms of participation to collaborative or co-decision-making ones is neither simple nor immediate. In identifying the barriers to their participation or the factors which can promote it, students have shown to be able to go deeper into the issues at stake and to clearly understand the need to walk a path towards the shared assumption of a participation perspective based on continuous and committed dialogue. As well as allowing an understanding of the innovation process being analysed, this study can also shed light on other research or practical experiences that link student participation and innovation in school education.
... The purpose of student participation relates very much to the purpose of schooling. Fielding's typology of partnership highlights the instrumental and fellowship dimensions as two opposing views in this regard (Fielding 2012). In terms of the former, student participation is used as a 'neoliberal tool for engendering compliance' (Graham et al. 2018) and to enhance school and individual student performance in a competitive society, exemplified by the use of students as data sources in school improvement (O'Brien et al. 2019) and accountability mechanisms (Fleming 2015). ...
... The fellowship dimension emphasises a person-centred democratic approach to schooling, and therefore 'a school committed to this way of working sees its main task as one of developing an inclusive, creative society through a participatory democracy which benefits everyone' (Fielding 2012, 9). Further, student participation is advocated for a range of specific reasons including: achievement and attainment (Mannion, Sowerby, and I'Anson 2015); health and wellbeing (Anderson et al. 2022;de Róiste et al. 2012;John-Akinola and Nic Gabhainn 2014); school governance (Cheng et al. 2020) and democracy/citizenship education (Fielding 2012;Zyngier 2012). ...
... Various models of student participation suggest lower and higher levels of participation (Fielding 2012;Hart 1992;Shier 2001) which reflect variations in the levels of: awareness among students about the purpose of participation, power sharing, responsibility and ownership of the process. Participation can be representative and occasional in such forms as participation in school teams or committees, or it can be more democratic and frequently experienced as a normal feature of everyday life in the school. ...
... Only in democratic participant can power be seen as shared; in the other roles teachers are mostly in charge. Fielding (2012) captured this variability in identifying different practice patterns in partnerships. He identifies students as data source, active respondents, co-enquirers, knowledge creators, joint authors, and partners in a lived democracy. ...
... The second model uses the work of Holen et al. (2020) and focuses on the different roles students and teachers perform in L-TPs. The third uses Fielding's (2012) patterns of partnership typology to identify different levels of student influence in partnerships. The resulting conceptual framework helps frame thinking, planning, practice and leadership of L-TPs. ...
... Holen et al. (2020) offer a model of four distinct student roles in partnerships. Fielding (2012) identifies six levels of student influence in his 'patterns of partnership' model. While not models of distribute leadership, Holen et al. (2020) and Fielding (2012) help us to identify who leads and how in a specific situation. ...
... Democratic centers become spaces for the preparation of critical and autonomous citizens so that they can live in a democracy, and the best way to do this is by guaranteeing their capacity for participation (Lawy & Biesta, 2006). In this way, children will be able to feel as an active part of a community where new ways of living and learning are developed and will allow them to strengthen relationships of solidarity, collaboration and cooperation (Fielding, 2012). This, in turn, will favor the development of an active and critical citizenship (Gur-Ze'ev, 2007;Trilla & Novella, 2011). ...
... This means that the teaching task no longer only falls on the idea of teaching and transmitting content, adults become facilitators of learning and provide strategies that adapt to the rhythm of each one. That is why, in the face of participatory classroom contexts, it is necessary to reformulate what it means to be a student and what it means to be a teacher in order to move towards more collaborative and egalitarian relationships, rethinking the existing hierarchy towards an authentic participation of the students in the life of the center (Fielding, 2012;Messiou, 2013;Nieto & Portela, 2008;Rudduck & Flutter, 2007). This requires betting on a pedagogy and a curriculum that is built as a facilitator of learning and student progress (Rudduck & Flutter, 2007). ...
... This requires betting on a pedagogy and a curriculum that is built as a facilitator of learning and student progress (Rudduck & Flutter, 2007). The school must promote classroom management that does not pose barriers, with the use of organizational methodologies and strategies that facilitate participation and learning where adults and young people assume the commitment to rebuild knowledge together (Fielding, 2012). ...
El artículo pretende conceptualizar la participación del alumnado de secundaria y poner de manifiesto qué elementos pueden condicionar dicha participación y como se deberían reconsiderar en un modelo de aprendizaje no presencial. Este artículo se enmarca en una Tesis Doctoral que analiza, desde una aproximación colaborativa, la capacidad de participación de los jóvenes con el objetivo de implementar acciones educativas más democráticas, inclusivas y participativas. Los resultados constatan los beneficios de situar al alumnado como agentes corresponsables en los contextos de aprendizaje participativos y los desafíos que debe afrontar el centro para promover la participación activa del alumnado de secundaria.
... The methodological framework is based on the idea that valuable, rigorous, useful knowledge can be constructed from student voice (Fielding, 2012). A greater commitment to students' opinions is therefore necessary to achieve changes in understanding and educational practices that facilitate the development of more inclusive approaches in schools (Ainscow & Messiou, 2018). ...
... Student voice is directly related to the path towards inclusion and democracy in schools, highlighting the need for collaborative structures where students and professionals work together to foster an inclusive culture (Messiou, 2013). In this sense, the approach used in this study illustrates how a true commitment to student participation can help transform schools, fostering an interaction between adults and young people until the highest level identified by Fielding (2012) is reached: intergenerational learning as lived democracy, sharing commitment and responsibility for the common good. The best example of this is the training sessions "Students for Inclusion" are invited to by Teacher Training Centres and Universities all around Spain. ...
This article explores the importance of student voice in fostering equity and inclusion within schools. The study explores the efforts of 16 Spanish secondary school students who, through a year of online meetings, developed a guide for students to make their schools more inclusive. The group consisted of young individuals of diverse social classes, abilities, nationalities, ethnicities and genders, among others, who engaged in a Youth Participatory Action Research (YPAR) process to collectively analyse and reconstruct their realities, forming a resistance group. Four years on, they stand as a benchmark in activism for inclusive education, where, despite the ongoing oppressive reality, their positions have undergone significant changes. Research, as a tool for educational change, enables students to transition from being “objects” of an exclusionary school to subjects with agency.
... Most importantly, there is a need to air students' views on this discourse. When educators listen to students' voices and use them to co-create the learning environment, students not only feel they are an integral part of a learning community or that they matter and that they have something of value to offer (Fielding, 2007(Fielding, , 2012, but students' perspectives are crucial in understanding and providing valuable insights for educators, helping them tailor their teaching strategies to better meet students' needs (Børhaug & J.K. Dossey et al. Social Sciences & Humanities Open 11 (2025) 101241 Weyringer, 2019; Caetano et al., 2020;Frison & Melacarne, 2017;Gillett-Swan & Baroutsis, 2024). ...
... Secondly, while many studies have investigated the relevance of mathematics from the educators' or curriculum developers' perspectives, there is limited research that captures the students' views on this matter. This study emphasises the importance of student voices in understanding which mathematics topics they find most relevant to their academic and future career needs (Børhaug & Weyringer, 2019;Fielding, 2012). Finally, the study emphasises the practical applications of mathematical topics such as statistics, rate and proportion, percentages, and mensuration in the field of home economics. ...
... Furthermore, engaging pupils in mainstream school means engaging learner voice to foster education for all. Learner voice is a concept that is espoused by Nelson (2015), Shirley (2015), Flynn (2014), Robinson (2014), Fielding (2012Fielding ( , 2008Fielding ( , 2004, Flutter and Rudduck (2004), Rose andShevlin (2004), McBeath et al. (2003) as well as Fielding and Bragg (2003) as an approach which gives agency and legitimacy to children to share their perspectives about what they are learning and how they are learning. It is an issue that is domiciled within the social inclusion ideology that aims to use pupil perspectives to gauge how far education for all is impacting them in mainstream schools. ...
... Also, an engagement-oriented school promotes collaborative learning among pupils where there is an opportunity for all of them to work together to execute assigned tasks, and to assist one another where necessary. Extending the fields of social inclusion and learner engagement further is learner voice, espoused in the works of (2015), Shirley (2015), Flynn (2014), Robinson (2014), Fielding (2012Fielding ( , 2008Fielding ( , 2004, Flutter and Rudduck (2004), Rose and Shevlin (2004) and McBeath et al., (2003). Based on these studies, learner voice involves the perspectives of children regarding the way the school is affecting their education in a mainstream setting. ...
This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country
... En este período de evolución y transición vital se incluye el cambio de etapa educativa, la adquisición de mayor autonomía, la intensificación de las relaciones con iguales, la exploración de la identidad y una mayor autorregulación del aprendizaje, entre otros. Los adolescentes en plena ebullición biológica se enfrentan a un sistema academicista y propedéutico (Gimeno, 2000) que tiene dificultades para la atención a la diversidad (García, 2015) en la que la formación docente es insuficiente (Escudero, 2017); y en el que, como Fielding (2012) ha alertado, son vistos como unidades de rendimiento, y no como personas. Están ante lo que Tarabini (2017) describe como una institución de otra época. ...
... La configuración del currículo también es un elemento determinante en la pertenencia (Fielding, 2012). Es frecuente culpar al alumnado cuando no alcanza las metas propuestas por el currículo, sin reconocer que el fracaso o abandono escolar no se fundamentan en una causa única. ...
En este artículo se realiza una revisión de la literatura o estado del arte de dos conceptos fundamentales de la conexión escolar. Por un lado, se trabajan los términos enganche y desenganche escolar y, por el otro, el sentido de pertenencia, ambos en el contexto de la Educación Secundaria Obligatoria, por ser la etapa educativa donde se presentan más casos de fracaso y abandono escolar. En este sentido, el fracaso y el abandono continúan siendo las principales preocupaciones del sistema educativo y muchas de las respuestas a este hecho se pueden encontrar en lo relativo a la conexión escolar de los estudiantes. A lo largo de este artículo se incluyen reflexiones personales sobre la temática, un extenso recorrido sobre los términos mentados, autores de relevancia, campos de trabajo, investigaciones realizadas, las dificultades y confusión terminológica por la existencia de gran variedad de términos y, finalmente, las variables que entran en juego en estos procesos. A continuación, se ofrece una propuesta de trabajo mediante la reconversión de las variables de afectación que se pueden considerar medidas de actuación. A modo de conclusión, los procesos de enganche y desenganche, así como la pertenencia escolar son elementos clave para comprender el fracaso y abandono escolar.
... Inquiry-based learning (IBL) is a concept from active pedagogy which "aspires to engage students in an authentic discovery process" (Pedaste et al. 2015: 48). Students direct their own investigative activity by completing all stages of scientific investigation, such as identifying problems, formulating research questions, collecting and analyzing data, testing hypotheses, synthesizing, and drawing conclusions (Keselman 2003, Mäeots, Pedaste & Sarapuu 2008, Fielding 2012, Pedaste et al. 2015. As such, this method "provides a richer, more scientifically grounded experience than the conventional focus on textbooks" (Bransford, Brown & Cocking 1999: 172). ...
... As such, teachers need to stimulate and encourage the students (keeping them on task and productive, and making sure they do not lose interest) and guide them in all the stages of their investigative efforts (including time management and organization, such as breaking the task of discovery into a sequence of manageable steps) (cf. also Krajcik et al. 1998, Swaak, van Joolingen & de Jong 1998, Fielding 2012. Keselman (2003) and Pedaste et al. (2015) also highlight the importance of student-teacher interaction in the form of frequent discussion and clarification sessions. ...
Since the beginning of her career, Professor Sabine De Knop has been doing research within the frameworks of Cognitive and Contrastive Linguistics and has mainly distinguished herself in three research areas: Language & Cognition, Construction Grammar and Applied linguistics. This volume brings together a range of contributions which open up new perspectives on these three topics, either within one language or from a contrastive perspective. They are written by linguists who have worked with Professor Sabine De Knop at some point in her career. The papers propose new theoretical and empirical insights as well as innovative pedagogical practices in the fields of language and proficiency.
... Muchos autores han contribuido a esclarecer y clasificar la participación de los estudiantes en los contextos escolares (Fielding, 2001(Fielding, , 2012Mitra 2018). En este sentido, una de las aportaciones más conocidas es la de Fielding (2001), que propone una tipología cuádruple dependiendo del papel de los estudiantes y los propósitos de su participación: "Los estudiantes como fuente de datos", "Los estudiantes como encuestados", "Los estudiantes como co-investigadores" y "Los estudiantes como investigadores". ...
... Me ha gustado cómo, gracias al proyecto, los estudiantes se han sincerado tanto…personalmente me parece que nos viene muy bien." (docente 2 caso 2) Al igual que otros autores (Fielding, 2012;Rudduck y Flutter, 2004;Duk et al, 2021), esta investigación también ha puesto de manifiesto que permitir espacios y tiempos para construir relaciones pedagógicas diferentes entre profesores y alumnos deviene un requisito necesario para la mejora, requisito el cual, lamentablemente, no todos los docentes están dispuestos a asumir. Por el contrario, el convencimiento de los docentes implicados en este proyecto ha hecho reforzar su imaginario acerca de los estudiantes como agentes responsables de su aprendizaje: ...
El trabajo que se presenta forma parte del proyecto europeo (Respuestas inclusivas a la diversidad a través del diálogo alumnado-profesorado", Erasmus+, 2017-2020) cuyo objetivo es mejorar las prácticas docentes creando espacios de diálogo entre el alumnado y el profesorado. Se buscaba articular con mayor equidad el aprendizaje y la participación de todo el alumnado en las lecciones impartidas por docentes de sus centros escolares. Se trata de un proyecto de investigación-acción colaborativo con docentes y estudiantes, en el que estos últimos ejercen el rol de investigadores en los procesos de enseñanza-aprendizaje, siendo corresponsables de la planificación y evaluación de las lecciones junto con los docentes. Se ha contado con la participación de tres centros educativos de educación Primaria españoles (6-12 años). Los resultados muestran que incluir a los estudiantes en el diseño de las lecciones puede llegar a cambiar algunos aspectos didácticos y metodológicos de sus docentes y constituir una vía válida de desarrollo profesional docente. Palabras clave: desarrollo profesional docente; educación inclusiva; participación; participación estudiantil.
... 1 -Com base na investigação de experiências de participação das crianças em contextos educativos, no estudo de alguns referenciais de evolução da participação (Fielding, 2012;Hart, 1992;Shier, 2001) e na experiência de implementação de atividades/projetos no âmbito da OIP. ...
... Apesar da ausência de consenso sobre o alcance semântico da expressão que o enuncia, o movimento students voice, ao englobar as iniciativas que visam a promoção da participação dos alunos nos contextos educativos, parece ser um ponto de partida promissor para o desenvolvimento de novas possibilidades de participação das crianças e dos jovens, tanto em modelos mais formais como em outras abordagens que persigam perspetivas de aprendizagem democrática. Nesse sentido, diversos autores têm vindo a destacar a visão das instituições educativas como comunidades de aprendizagem(Lodge, 2005), comunidades democráticas(Fielding, 2012), comunidades de práticas(Susinos & Ceballos, 2012), onde é possível desenvolver um maior protagonismo dos alunos nos diversos âmbitos da vida escolar bem como possibilitar o estabelecimento de uma cultura de cuidado, assente em relações entre as pessoas que gerem processos de inovação e mudança coconstruídos, em autêntica dinâmica de aprendizagem intergeracional. No âmbito da inovação pedagógica levada a cabo por meio do projeto Bússola 21, procurou-se refletir sobre o que significa a participação das crianças e jovens. ...
Os centros educativos das Irmãs Doroteias em Portugal têm vindo a empreender nos últimos anos um processo de inovação educacional. Perseguindo um perfil de alunos(as) e um perfil de educadores(as) de marca identitária, o caminho percorrido em rede tem privilegiado a inovação ao nível do planeamento da ação e a inovação pedagógica em três domínios, a educação da interioridade, a gestão curricular e a participação das crianças. Este texto centra-se no âmbito da participação das crianças, procura refletir sobre o modo como se estrutura o trabalho pedagógico e a formação em ação numa dinâmica de oficina de inovação pedagógica, identificar temáticas comuns à inovação pedagógica que tem sido protagonizada pelos atores sociais em cada centro educativo, e perspetivar os próximos passos a dar.AbstractIn recent years, the Portuguese schools of Sisters Doroteias have been undertaking a process of educational innovation. Pursuing a profile of students and a profile of educators with an identity mark, the path taken by the schools’ network has privileged innovation at the level of action planning and pedagogical innovation in three domains, education of interiority, curriculum management and children's participation. This text focuses on the scope of children's participation, seeks to reflect upon the ways that pedagogical work and training in action are structured in a pedagogical innovation workshop perspective, to identify common themes to pedagogical innovation that has been carried out by social actors in each educational center, and envision the next steps to be taken.Keywords: Pedagogical innovation; Schools network; Children’s participation.
... Estos elementos pueden ser considerados por las comunidades educativas como insumos que permitan enfrentar los desaf íos en torno a la experiencia escolar de niños y niñas de 5° básico, apuntando así al logro de mejores ambientes de aprendizaje en este nivel educativo y a niveles de participación más profundos, los que apuntan transversalmente a mejoras educativas (Fielding, 2012). ...
El estudio tiene por objetivo analizar las demandas que estudiantes de 5º básico de escuelas públicas chilenas realizan acerca de sus ambientes de aprendizaje. Se utilizó un enfoque cualitativo y técnicas de análisis de contenido. El corpus de análisis se basa en los textos elaborados por niños y niñas en respuesta a la pregunta: ¿Le pedirías algo a tu director/a o profesor/a de la escuela?, en el marco del Sistema de Monitoreo de la Convivencia Escolar del Programa Habilidades para la Vida de JUNAEB. Del total de respuestas (870), el 30,2% contenía demandas y/o solicitudes relacionadas al ambiente físico y/o psicosocial de aprendizaje. Respecto al ambiente psicosocial los estudiantes relevan la necesidad de establecer relaciones amables y cercanas con los adultos, un trato justo e igualitario y el que éstos se muestren atentos a sus necesidades/problemáticas. Se demanda el aprender de manera divertida y piden a sus profesores/as creerles y recordar que ellos también fueron niños. En relación al ambiente físico, se demandan condiciones materiales para el aprendizaje, tales como la mantención y reparación de la infraestructura y el mobiliario escolar, la gestión de los factores ambientales que mejoren las condiciones de aprendizaje (temperatura, iluminación, ventilación) la incorporación de elementos que aborden la problemática de seguridad en la sala de clases (casilleros y cámaras) y el poder apropiarse y decidir sobre elementos del ambiente, incluyendo la decoración y la elección de puestos. El conocimiento de las perspectivas de niños y niñas permiten mejorar la comprensión del papel que tienen los ambientes escolares sobre los aprendizajes y las relaciones cotidianas en la escuela, aportando insumos para desarrollo de planes de mejoras y el fortalecimiento de acciones de convivencia escolar.
... Its why, within an inclusive context, it is critical to conceive students' agency has a collaborative interaction -with a progressive nature -between learner-partners, teachers and other adult staff. Within the pedagogical relationship, students and teachers work together as partners in their relationships (Fielding, 2012), including interactivity in the activities proposed by teachers. When students are agents in their own learning and play an active role in making decisions about the "how," "what," and "when" of their learning, they tend to demonstrate greater motivation for learning (Zmuda, 2015). ...
Inclusive education is a collaboration process in which we are continuously challenged to reflect and find solutions. All needs are individualized and dynamic – profoundly connected with the activities and environment that we experience in the classroom and in the school. Starting by the assumption of “not knowing” and that no educator is prepared in advance for inclusive education, in this report we contributed to map and reflect on the importance of developing collaborative and situated learning as a model for professional development for inclusion. This report was developed in the scope of I CO COPE Project- “Inclusion through interprofessional COllaboration in a Community Of Practice in Education (2022-1-BE02-KA220-SCH-000089287)” . The project involved institutions from four European countries – Belgium (Flemish community), Portugal, Austria and Slovakia. The main aim of this Erasmus+ project was to create knowledge on how to make the collaboration processes more transparent, effective and inclusive in terms of including everyone’s voice. As a first step to reach such a goal, a common knowledge was needed to be built around 4 main concepts: 1) Inclusive Education; 2) Interprofessional Collaboration; 3) Students’ Agency and 4) Communities of Practice (CoP). For that a literature and practice review was conducted to enable the identification of good practices as well as tools for evaluating and reflecting these four concepts.
... Een ander risico bij inspraak is het zelfselectie-effect, waarbij een bepaalde selectie van leerlingen, die bijvoorbeeld mondig zijn en goede cijfers halen, zich vooral laten horen. Dit beperkt de inspraakmogelijkheden en het oefenen met democratie voor andere leerlingen (Augsberger et al., 2018;Fielding, 2012;Keating & Janmaat, 2016;McIntosh et al., 2010;Quintelier et al., 2015). ...
In 2027 zal er weer een peiling voor burgerschap plaatsvinden voor het primair onderwijs, speciaal onderwijs, voortgezet onderwijs en voortgezet speciaal onderwijs. Het doel van de Peil.Burgerschap-studie betreft het in kaart brengen van burgerschapscompetenties van leerlingen in het po, so, vo en vso en de manieren waarop burgerschapsonderwijs in deze onderwijstypen vorm krijgt. Met deze voorstudie voor Peil.Burgerschap beschrijven wij wat kenmerkende aspecten van burgerschap zijn, wat veronderstelde effectieve elementen van burgerschapsonderwijs zijn en hoe beiden in kaart gebracht kunnen worden en wat beperkingen daarbij zijn.
Deze voorstudie is als volgt opgebouwd. In het eerste hoofdstuk geven we een beschrijving van de betekenis van burgerschap en burgerschapsonderwijs, hoe dat in kaart gebracht wordt en wat daar uitdagingen bij zijn en wat resultaten van onderzoek daaromtrent zijn. In het tweede hoofdstuk 2, 3 en 4 volgen drie centrale kernconcepten van burgerschap: democratie, diversiteit en moreel oordeelsvorming. Deze drie kernconcepten vormen gezamenlijk een belangrijk deel van het concept burgerschap. Democratie en diversiteit zijn twee fundamenten van (het denken over) burgerschap, moreel oordeelsvorming geeft invulling aan (dat denken over) democratie en diversiteit. In deze hoofdstukken gaan we dieper in op manieren waarop competenties en onderwijsaanbod op dit gebied in kaart gebracht kan worden en welke uitdagingen daarbij bestaan. In het laatste hoofdstuk brengen we de centrale uitkomsten en vraagstukken uit de overzichtsstudie samen.
... En estos nuevos contextos educativos, los docentes deben promover mayores niveles de participación para el alumnado y garantizar que todos y todas tengan las mismas oportunidades para convertirse en protagonistas de su propio aprendizaje (Fielding, 2011(Fielding, , 2012 ...
Esta obra aborda cuestiones relacionadas con los procesos de inclusión escolar desde la perspectiva de la inclusión global, que se centra en la necesidad de afrontar los retos de la educación inclusiva interrelacionando la dimensión del aula, de la escuela como institución, y de las familias y la comunidad. Este volumen demuestra que la inclusión puede llevarse a cabo de forma real, concreta y cotidiana, y cómo los investigadores pueden trabajar junto con los profesionales y otros agentes que desarrollan sus prácticas a diario en diferentes contextos.
La obra se fundamenta en una serie de proyectos de grupos de investigación españoles e internacionales para proporcionar marcos teóricos ricos, reflexiones profundas y resultados de investigación rigurosos vinculados con las tres dimensiones de la perspectiva de la inclusión global y su imprescindible trabajo en red. La mayoría de los capítulos toman España como caso de estudio, pero, lejos de ser un libro local, utiliza el análisis español para dialogar internacionalmente con los principales debates y desafíos actuales de la inclusión, treinta años después de la Declaración de Salamanca.
... La reflexión sobre el propio aprendizaje implica mejorar y para mejorar es necesario demostrar una actitud crítica en el acto de Evaluar-Aprender, tal como concluyen Lluch-Molins et al. (2020), mencionando que los estudiantes desarrollan una mayor comprensión y conciencia de su aprendizaje cuando tienen la oportunidad de expresar sus valoraciones. Asimismo, Fielding (2012) señala que "Si bien los roles de los estudiantes y los maestros no son iguales, están cambiando fuertemente, si no en una forma igualitaria, en una interdependencia más enérgica" (p. 51). ...
Resumen El objetivo del estudio es describir la resignificación de las comprensiones de docentes en formación inicial respecto de la evaluación. Este estudio de caso utilizó una metodología cualitativa de alcance exploratorio-descriptivo. Participaron 29 docentes en formación de una universidad chilena. La recolección de información se llevó a cabo por medio de entrevistas antes y después de la implementación de un proceso formativo sustentado en el enfoque de la evaluación como aprendizaje. Se evidencian cambios en comprensiones y prácticas, en particular, el profesorado en formación toma conciencia del carácter social y continuo de la evaluación. Se concluye que el evaluar-aprender como práctica de libertad emerge de espacios colaborativos y democráticos e implica liberarse del miedo al error y de la necesidad del control externo.
... Nuestra investigación se alinea con estos últimos estudios y tratamos de comprender la práctica docente para poder mejorarla y contribuir a establecer claves educativas que garanticen la equidad y diversidad entre su alumnado. Potenciando esta diversidad, desarrollaremos escuelas e instituciones educativas que se tomen en serio las tradiciones participativas de la democracia (Fielding, 2012). Los vínculos entre estudiantes y profesorado producen experiencias que configurarán quiénes somos y el lugar que ocupamos en la comunidad (Thoilliez, 2019). ...
Abandonar la escolaridad es un problema para la política y práctica educativas del que podemos aprender. Quienes abandonan pueden mostrar con esta decisión capacidad de agencia y autonomía. Sus experiencias nos permiten repensar la escuela. Es el punto de partida de esta investigación donde planteamos mejorar la escuela a partir de la reflexión de estudiantes que abandonan. Se ha trabajado con 30 relatos de vida de personas entre 18 y 35 años con trayectorias educativas discontinuas. El análisis nos permite apreciar el desenganche como el proceso y emoción de percibirse con la marca de “mal alumno”, al no verse reconocido dentro de lo que la institución escolar fomenta y valora. Sus relatos rescatan también buenas prácticas docentes como espacios para construir lo común, a partir de la creación del vínculo profesor-alumno, facilitando el sentimiento de pertenencia a la escuela. En conclusión, se hace necesario abordar la educación como espacio de reconocimiento del estudiante, como una oportunidad donde visibilizar sus méritos. El avance en este tema deberá apoyarse en prácticas dialógicas que permitan construir un proyecto común.
... Okullarda eğitsel kapsayıcılık 'öğrencilerin varlığı, katılımı ve başarısı' üzerine odaklanmalı, katılımı öğrencilerin bakış açılarının veya seslerinin dahil edilmesi olarak anlamalı ve gerçek anlamda demokratik bir kültürden hareketle düşünülen, örgütlenen ve ifade edilen okulların kurulmasına dayanmalıdır (Apple ve Beane, 2007). Yani, hedef öğrencilerin ve öğretmenlerin birlikte çalıştıkları, kapsayıcı eğitsel demokratik topluluklar oluşturmak olmalıdır (Fielding, 2012). Kısacası, eğitimde çocuk katılımı ile eğitsel kapsayıcılığın, çocukların okullardaki pedagojik ilişkilere öğrenen-ortaklar olarak katılımı, özerkliklerini ve gelişen kapasitelerini hesaba katarak, eylemliliklerinin tanınmasıyla tutarlı bir şekilde yeniden tanımlanmasını önerilmektedir. ...
Çocukların birey olarak toplumsal yaşama nasıl katılım gösterebileceklerini deneyimleyebilecekleri ilk ortam, aynı zamanda toplumun küçük bir kesitini de oluşturan okullardır. Doğru bir planlamayla, eğitim hizmetinin sürdürüldüğü tüm örgün öğrenme ortamlarında, çocuklara katılım haklarını kullanabilecekleri sosyal bir atmosfer ve gerekli öğrenmeler sunulabilir. Öğrenme ortamlarında katılım hakkı tanınan çocuklar, eğitim süreçlerinde yaşadıkları sorunları çözüme kavuşturma konusunda kendilerini sorumlu hisseder, sorunlarını çözebilmek ve öğrenme ortamlarını iyileştirebilmek için okulun diğer paydaşlarıyla iş birliği yaparlar. Böylelikle, çocukların öğrenme ortamlarında aldıkları sorumluluklar, eğitimin diğer paydaşlarının işlerini de kolaylaştırabilir. Öğrenme ortamlarında katılım hakkını kullanabilen çocuklar, öz güvenli, öz saygılı, girişimci, iş birliği yapabilen, eleştirel düşünebilen, yaratıcı düşünebilen, doğru bilgiye ulaşabilen, karar alabilen, bireysel farklılıkları olan bireylere karşı kapsayıcı tutum geliştirebilen aktif yurttaşlar olabilirler.
Bu kitapla, öğrenme ortamlarında çocuk katılımının, öğretim faaliyetlerine çocuk dostu yöntemler üzerinden entegre edilerek sağlanabileceğine ilişkin bir bakış açısı sunulmaktadır. Çocuk dostu yöntemler adı verilen ve kitapta farklı eğitim seviyelerinde örneklenerek açıklanan etkinlikler sayesinde, çocukların ve gençlerin araştırma ve karar alma süreçlerinde aktif katılımcılar olarak yer almaları, yaşamları hakkında karar verebilecek aktif ve yetkin sosyal aktörler haline gelmeleri mümkün olacaktır. Bu kitap çocuk katılımı sürecinde okul idarecilerine ve öğretmenlere okulu ve öğrenme ortamını katılımı destekleyebilecek şekilde uyarlamaları, öğrencinin bilişsel gelişimine rehberlik etmeleri, öğrencilere etkileşim imkanı sunmaları, katılımı kolaylaştırıcı teknikleri işe koşmaları, eleştirel düşünmeyi desteklemeleri açılarından destek olmayı hedeflemektedir.
... La configuración del currículo también es un elemento determinante en la pertenencia (Fielding, 2012). Es frecuente culpar al alumnado cuando no alcanza las metas propuestas por el currículo, sin reconocer que el fracaso o abandono escolar no se fundamentan en una causa única. ...
... Teniendo en cuenta todo lo mencionado hasta el momento, podemos llegar a la consideración de que promover, cultivar y cuidar la participación es otra estrategia más de perseguir una verdadera democracia (Fielding, 2012) y no perder de vista la necesidad de construir sociedades más justas y equitativas (Freire, 1970) para todas las personas, independientemente de sus capacidades, necesidades, situaciones, etc. ...
En los últimos años, las sociedades modernas han tenido que adaptarse de manera abrupta a parámetros que hasta ahora nos eran desconocidos y que son fruto de una sociedad cada vez más globalizada. Los retos sociales y educativos que estos cambios han traído consigo han fomentado el desarrollo de nuevas políticas, proyectos, metodologías y herramientas que se han venido testando y avalando en la práctica profesional diaria. El objetivo fundamental de este desarrollo ha sido asegurar que todas y todos los integrantes de nuestra sociedad participen de forma equitativa y activa en los diferentes ámbitos sociales. Por ello, las sociedades del presente y sus profesionales han orientado sus esfuerzos a conseguir una inclusión partiendo de la propia diversidad social y su complejidad.
Por ello, en este libro, recopilamos experiencias, estudios, herramientas y estrategias que fomentan y ponen a prueba dicha inclusión buscando siempre una intervención social y educativa innovadora y sostenible para con la diversidad social. Esperamos así que este volumen sirva para fomentar la transferibilidad de conocimiento científico en torno a la innovación socioeducativa, mientras compartimos experiencias de intervención exitosas de la mano de las y los profesionales que trabajan día a día a favor de la inclusión.
... The Student Voice approach starts listening and involving students to change all those issues that affect them. Over time, two main currents took shape, both followed by a large number of researchers: the first starts with Jane Rudduck (2004) and focuses on teaching/learning processes; the second, outlined by Fielding (1999Fielding ( , 2001Fielding ( , 2012, deals with more political topics (democracy, power, participation) and is based on the empowerment of students as people. ...
In a pandemic, children’s participation is even more important than before. This paper presents the first stage of an exploratory study for my PhD research in Pedagogy beginning in January 2021 in Milan. The participants are 19 pupils of class 4B (primary school), their parents and the teachers who joined energies to reproject a square, in order to transform it into a welcoming space for the entire community. In Italy, public speeches did not mention children who could not finally use public spaces for months as they were identified as the “plague spreaders”. The project revisits this perspective by considering children as potential actors of the transformation. Only if adults set the conditions for a change, children, their needs and their imagination could become agents for that change and centre of the community. The project name is Piazziamoci (Let’s place ourselves here) to signify the conscious act of taking a place together. After a theoretical framework of the study within Student Voice, I describe the generative circumstances, the context and the first steps of the project. The children explored the square, interviewed the inhabitants, shared information and dreams with their classmates coming up with proposals to present to City Council. This first phase aimed to set the basis of my investigation on the participants self-awareness as people and members of the community; it also focuses on the perception of the square as a common good. To this purpose, this work introduces concepts as the capacity to aspire (Appadurai, 2004), imagination and creativity (Vygotsky, 1930/2004), interdependence (Butler, 2020), and, therefore, a political and educational interpretation of the project.
... Without diminishing these rights-based options, we have shared reservations about such formulae for the representation and participation of parents and pupils. We are not alone in expressing such reservations and a desire for something deeper (see, for example, Fielding, 2012). Perhaps this has partly to do with how we understand the phrase 'the running of the school' and what kinds of structures and systems that includes. ...
Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk‐averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived‐out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on‐the‐ground risk‐taking, rule‐breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day‐to‐day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail.
... However, this division is arbitrary, as effective student partnership projects prima facie engage with structural and strategic problems. Indeed, many partnership projects engage with big problems both in and out of higher education, from climate change, virology and microbiology as theoretical and activist fields, through participation in democracy, and to citizen science (Barrineau et al., 2021;Fielding, 2012;Wang et al., 2012). Indeed, entire courses have been co-designed which support student engagement with the higher education infrastructure 1 to create transformative change (Bovill, 2019). ...
Extant literature depicts theoretical territories of student voice and partnership as discrete categories. In this article, we argue that this depiction limits practice. We posit instead that theorisation which advances holistic voice and partnership through an active student participation (ASP) approach is necessary for liberatory higher education informed by practitioners and researchers together. We draw on emergent examples in practice which offer opportunities for further development for theorists and practitioners to create novel research opportunities. Through drawing on conceptions of student partnership pedagogy as a tool to address grand challenges, and an acknowledgement of the power potential in student voice and representation roles, we advance new possibility for transformative higher education for students. Ultimately, we advance an ASP approach which crosses the student voice and partnership partition towards a holistic and integrated active and collective student engagement and responsibility for higher education.
... (Richardson, 2009, pp. 17-18) There are several different and varied examples of this type of knitting together of democracy, community and education seen through the pioneering work of individuals such as Alex Bloom's establishment of St. George-in-the-East school in London (Fielding, 2012), the writings of John Macmurray (Fielding, 2013), and the development of village colleges in Cambridgeshire by Henry Morris (Haynes, 2013). Similarly, Fielding and Moss (2001) point towards the Italian network of municipal early years schools in Reggio Emilia as exemplifying a particularly beneficial consequence of integrating democratic schools in the community in this way, that of moving from 'public accountability of the school' towards 'public sharing responsibility of the school' (p. ...
This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks. These perspectives were uncovered through a ‘lived enquiry’ study involving deep immersion in the day‐to‐day life of a school as a researcher and P4C practitioner. Teachers seeking to reconcile their practice with their views in this context resulted in the children in their classrooms learning through democratic processes, where democracy is not merely prescribed, but instead becomes a way of life. By drawing upon excerpts of teacher interview data from my doctoral studies, I suggest that there is a ‘rough ground’ of practice where diverse and unique perspectives can be revealed when lived, deeply immersive and sensitive approaches are taken towards practitioners and their communities. The intertwining of Educate Together and P4C philosophies of education is explored, with particular emphasis on the notion of child‐centredness, dialogue and philosophical enquiry with children. Expanding on the democratic educational ideas of Biesta and Fielding, I argue that there is a deeply contextual and philosophically compelling connection between teachers engaging in P4C, the atmosphere or environment in which dialogue with children can occur and a different understanding of democracy through education that may result.
... Carey (2018: 14) maps the ladder on to his own nested hierarchy of student engagement, highlighting the nature of the institution and the role of students at each of the eight rungs ( Figure 15). Finally, Buckley (2018) compares Arnstein's original ladder with a model developed by Fielding (2012) that is in turn derived from Hart's adaptation of Arnstein (Figure 12). Buckley concludes that 'any literature on student participation in decision-making that substantially relies on the models of Arnstein or Fielding contains an ideological opposition to neoliberal approaches to higher education' (Buckley, 2018: 729). ...
The COVID-19 pandemic continues to deeply impact education and wider society, with consistent disruption to relationships between authorities and citizens. As higher education sees continuing turbulence overlap with a strengthening of student engagement, this systematic literature review reappraises how students as ‘citizens’ are enabled to shape their learning. It does so in a Scottish tertiary context and through the prism of Arnstein’s Ladder of Citizen Participation, a classic framework whose eight rungs present a spectrum of ways that stakeholders can be engaged in decisions. The article explores the use of the ladder over half a century in planning, housing, health, schools and, finally, higher education, analysing critiques and adaptations of the ladder, conducting meta-synthesis across the literature to extract conclusions for student engagement. It concludes that Arnstein’s ladder has continuing value to conversations about partnership in tertiary education, and that the centrality of power to both the ladder and student engagement in a sector and wider world of increasing democratic citizenship presents a challenge to decision-makers. These conclusions, and the study’s limitations, point to further research opportunities that could enhance the understanding of engagement and partnership at a time of change and uncertainty.
... In these new educational contexts, teachers must promote higher levels of participation for all students and guarantee that everybody has the same opportunities to become the protagonist of their own learning (Fielding, 2011(Fielding, , 2012. ...
This chapter introduces the focus of the book. Based on evidence obtained by research in Spain over the last 20 years, we believe that it is now possible to state that if we wish to build a real, fair and effective inclusive education for all pupils, it can only be done if this perspective integrates the classroom, school, families and community. We, therefore, develop the Global Inclusive Education (GIE) perspective, which gathers together all those components of the practices, cultures and policies that, in a way that integrates the classroom, school, families and community, are required if we are move towards a more inclusive education. And we do so bearing in mind both international research and various dimensions such as rights, educational quality and equity and social justice, among others. This Global Inclusive Education perspective allows for the framing and analysis of current and future challenges that the book seeks to address. This chapter also has a second part that provides a brief explanation of the structure of the book and how the various chapters can contribute to improving practices from the classroom to the community, as well as a response to the challenges set out in the national and international agendas.
... In these new educational contexts, teachers must promote higher levels of participation for all students and guarantee that everybody has the same opportunities to become the protagonist of their own learning (Fielding, 2011(Fielding, , 2012. ...
Informed by the educational realities of Spain and the Chile, this chapter aims to show some ambiguities and contradictions around the role of one of the key actors in inclusive education: families. Furthermore, in both countries, the participation of families has been placed in the centre of current educational policies in order to promote a school system based on equity and social justice. Specifically, we analyse how different types of families, primarily ‘white middle-class families’, facilitate or hinder inclusive practices, cultures and policies related to three dimensions: school choice and school segregation; relationship with “other” families, especially those with a migrant background; and, last but not least, the paradoxical role of families with regard to special education schools. In this analysis, concepts such as exclusion, meritocracy, diversity – which are all very well known in inclusive education – also become part of the narratives of families to address these three dimensions. The chapter concludes with five issues related to families that can be both a risk or an opportunity for inclusive education.
... In these new educational contexts, teachers must promote higher levels of participation for all students and guarantee that everybody has the same opportunities to become the protagonist of their own learning (Fielding, 2011(Fielding, , 2012. ...
The final chapter brings together and summarises some of the most important ideas that have been presented throughout the book, deploying the Global Inclusion Perspective as both a tool and a challenge for the future of a more inclusive and fairer education for everyone. The chapter includes six main challenges to face using the Global Inclusive Education perspective. These challenges are: inclusive education and social justice have to be a shared commitment to radically breaking with the functions historically assigned to schools; the need to identify, analyse, questioning and co-construct concrete and precise alternatives to all forms of segregation; teacher’s training needs to be rooted in inclusive education; the urgent need for a rethinking of school innovation, leadership and educational improvement from the inclusive, equity and social justice perspective supported by new models of educational assessment that are not based on competitiveness, instrumentality, rankings and exclusion; it is essential that the approach to the study of inclusion in the various educational contexts avoids simply describing and accumulating quantitative data; and finally, the Global Inclusive Education perspective leads us to a political and research objective where global and intersectional approaches need to be taken: classroom, school, families and community.
... Situamos el foco en el aula universitaria redefiniendo nuestra práctica desde la perspectiva de la pedagogía participativa donde los estudiantes encuentran la posibilidad de contribuir a los aspectos curriculares y pedagógicos (Cook Sather, Matthews, Ntem y Leathwick, 2018). Esto supone cambiar la cultura universitaria desde las epistemologías disciplinares y la pedagogía de la eficiencia (Pineau, 2013), hacia experiencias de aprendizaje donde los estudiantes tienen un mayor protagonismo (Fielding, 2012). Las aulas universitarias se transforman en espacios de colaboración donde prima el diálogo y reflexión continuos (Kehler, Verwoord y Smith, 2017;Matthews, 2017). ...
The following work presents a research experience, which was torn with a teaching group
from the Social Studies and Civic Education Teaching.It was executed at the National
University of Costa Rica, as an initiative since the aforementioned career accreditation.
This teaching staff worked with the digital knowledge of their discipline, which allowed
them to learn about different proposals for the use of technology and to reflect
theoretically on the meaning of incorporating them in the educational context.This
proposal was developed in a workshop format, where a series of tools were used, with the
objective that the participants develop their own mediation activities in their different
educational contexts, basing on innovative approaches from active learning.
... Por ello, algunas de las dificultades para hablar de un cambio en el nivel de participación del alumnado en las escuelas, se deben a la ausencia de una cultura democrática en los centros educativos (Calvo y otros, 2012). En concreto, algunos estudios que analizan los niveles de participación del alumnado en la escuela (Hart, 1992;Flutter y Rudduck, 2004;Fielding 2012), concretan su participación en los siguientes estados: ...
El presente artículo contiene resultados de una tesis doctoral realizada en una escuela de Acción Educativa Singular (CAES) de Educación Infantil y Primaria, en la que el profesorado se propone realizar cambios junto a la comunidad educativa para acercarse a su ideal de escuela inclusiva. Entre los cambios que ello supone, se pretende mejorar la participación de las familias en la escuela y las relaciones entre las propias familias y también, entre las familias y la escuela. Metodológicamente, es un estudio de caso de corte etnográfico en el que analizamos las voces de las familias y del alumnado durante dos cursos escolares, para conocer cómo participan en los cambios realizados en el centro hacia la construcción de la escuela inclusiva y qué mejoras se derivan de su participación. Como técnicas e instrumentos de recogida de datos, se realizaron distintos grupos focales y observaciones de aula y se utilizó un diario de investigación. Además se creó un consejo social para hacer más participativo el proceso. Los resultados muestran mejoras en la relación entre la familia y la escuela y en la relación entre las propias familias. No obstante, se hace explícita la dificultad del alumnado para participar en el proceso de transformación de la escuela hacia una mayor inclusión. Como discusiones, se aborda la dificultad de situar en una mayor horizontalidad a las familias y el alumnado en la toma de decisiones de la escuela paradójicamente, en el caso de esta escuela que pretende ser más inclusiva. Palabras clave: escuela intercultural inclusiva, participación comunitaria, relación familia y escuela, voz alumnado.
... Student-voice has been defined as "how we facilitate, listen to, act on and influence policy and practices in classrooms and schools through the experiences, views, and accounts of young people… (Bourke et al., 2018, p. 2)". Many student voice researchers center strong student-teacher relationships as fundamental to the creation of meaningful democratic learning experiences for students (Bourke et al., 2018;Fielding, 2012;Ginwright, 2015). These relationships are especially fundamental for Black male students, not only because the student-teacher relationships are foundational to Black cultural modes of learning (Ladson-Billings, 2009), but because these relationships "provide the conditions in which [educational] rights become real" (Fielding, 2015). ...
Research has consistently shown that Black boys experience opportunity gaps in the American public education system. Beyond disproportionate outcomes in academics and behavioral outcomes, Black boys have less access to mental health support and may experience heightened symptoms due to systemic inequities. Despite many hypotheses, few explanations account for the lived experiences of Black boys. Research indicates that positive student–teacher relationships may increase academic, mental health, and behavioral outcomes for diverse learners. An exploration of the teacher–student relationship that centers the voices of Black males is needed to understand how to best develop a school culture that promotes the well-being of all students. This paper explores Black middle school male students’ perceptions of the student–teacher relationship. Participants included 12 Black boys in a public middle school in two urban districts in the Midwest. Students identified the need to be recognized as individuals, the need for warm, authentic relationships to feel connected to the school environment and acknowledge that racism is a barrier to student–teacher relationships and the overall sense of connectedness. These findings have potential implications for fostering better student–teacher relationships, thereby impacting students’ well-being, identity development, and addressing the student achievement gaps for Black boys.
... In this regard, Echeita Sarrionandía and Ainscow (2011, p. 33) note that educational inclusion in schools should focus on the "presence, participation and achievement of students," understanding participation as the incorporation of the points of view or voices of students, based on the establishment of schools that are thought, organised, and articulated from a genuinely democratic culture (Apple & Beane, 2007). That is, building inclusive educational democratic communities-or fellowships-where students and teachers work together as partners in their relationships (Fielding, 2012). ...
Whereas children’s agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression “inclusive education” that complements the traditional and necessary meaning of “reaching to all learners”; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children’s gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children’s rights to participation, the principle of progressive autonomy, and acknowledging children’s agency in schools.
... Esta definición favorece la idea de la educación como derecho universal y no como privilegio delimitado por unos estándares de evalua-ción-exclusión, con una idea de "normalidad" hostil a la diversidad. Para avanzar en su propósito, la educación inclusiva no se centra en las deficiencias sino en las potencialidades de cada estudiante como sujeto competente para intervenir en todo aquello que afecta su vida (Fielding, 2012;Susinos y Ceballos, 2012); además, existe la convicción de que todos pueden aprender en la escuela ordinaria independientemente de sus capacidades, siempre y cuando la escuela sea inclusiva (Stainback y Stainback, 2007). En este sentido tuvo un rol destacado el movimiento de las personas con discapacidad al ayudar a comprender que son las barreras, y no tanto las condiciones personales de quienes presentan alguna discapacidad, las que condicionan las posibilidades y la calidad de vida de todas ellas (Echeita, 2013a). ...
La educación inclusiva es una forma de justicia social que busca garantizar el derecho de todas las personas a una educación de calidad, independientemente de sus capacidades y características individuales. La atención a la singularidad y diversidad del alumnado conlleva el reto de tomar decisiones en contextos que pueden ser complejos y dilémicos, así como elegir entre alternativas paradójicas y contradictorias. Teniendo en cuenta este desafío, se propone el Magis ignaciano como un criterio que ayuda a tomar decisiones justas y equitativas. El Magis es el mejor servicio posible a los demás que nace de una actitud agradecida por la infinita misericordia de Dios y se materializa en el compromiso con la acogida y el respeto a la dignidad de todas las personas, especialmente de los más frágiles y vulnerables de la sociedad
... Within the international frame of the Children's Rights Convention, the study adopted the paradigm of the «research with and for Children» (Bessell, 2015;Mayall, 2003;Mortari, 2009;) and the students' voice approach (Grion, Cook-Sather, 2013;Fielding, 2004Fielding, , 2012Pastori, Pagani, 2016), involving children in participatory research processes (O'Kane, 2008), in connection to education through democracy and active citizenship framework (Gollob et al., 2010;Dürr, 2005;Welty, Lundy, 2013;Moskal, Tyrrell, 2015). All these perspectives emphasize how to truly listen to children's perspectives and to allow children to have meaningful experience within research, giving voice is not enough. ...
The contribution presents some results and reflections drawn from the international study titled ‘Feel good: Children’s view on inclusion’, led by the authors of this article. Set within the framework provided by EU-funded collaborative project ISOTIS (www.isotis.org), this international qualitative participatory research study in 2018-2019 involved children in pre- and primary school settings and informal after-school contexts in areas characterized by high cultural diversity and social inequality in eight European countries (the Czech Republic, England, Germany, Greece, Italy, Norway, Poland, and The Netherland). The research was designed to enable a better understanding of children’s experiences, perceptions and opinions about inclusion and well-being at school. Through a multimethod participatory approach, it was aimed at exploring what factors the young participants identified as promoting or undermining well-being and inclusion at school, and at eliciting their suggestions to make school more welcoming and inclusive. The overall research experience was intended as an opportunity for the children involved to be actively and meaningfully engaged, and to experience citizenship and agency. The analysis of the main results along with the educational and formative impacts on children and professionals offers valuable suggestions for promoting democratic and inclusive learning environments and shaping innovative forms of civic education and teachers training.
... Thus, a case is made for understanding care as labour which should not be assumed or given despite the structural and institutional conditions but because they allow for it. Moreover, the importance of this was made clear through research which indicated the benefits of positive, supportive, and trauma-informed learning environments that hinge on care (Fielding, 2012;Golami & Tirri, 2012;Noddings, 2013). ...
This chapter makes clear the book’s intentions: the building of a kinder, inclusive, values-driven academy responsive to women’s knowledges, ways of working, and experiences. Dwyer and Black explore the conceptual frame and foundations for their valuing of women’s lived experiences and lived visions, their drawing on the work of feminist scholars, their emphasis on an ethics of care, and the core ideas and concepts they have found helpful in supporting the reimagining of both the academy and revolutionary futures. Identifying the foundational theoretical, philosophical, and methodological underpinnings of this research collection, the co-editors foreground in this chapter the conceptual ‘sparks’ being explored in the book and describe how these situate and support feminist efforts to inhabit the academy differently.
... us, a case is made for understanding care as labour which should not be assumed or given despite the structural and institutional conditions but because they allow for it. Moreover, the importance of this was made clear through research which indicated the bene ts of positive, supportive, and trauma-informed learning environments that hinge on care (Fielding, 2012;Golami & Tirri, 2012;Noddings, 2013). ese known bene ts of care raised the possibility that, if classi ed as a skill rather than as an innate action, there could be recognition that "care work is work" and valuable work at that (Mountz et al., , p. 1238. ...
The authors draw upon the metaphor of the ‘infinite game’ (Harré, N., Grant, B. M., Locke, K., & Sturm, S., The university as an infinite game: Revitalising activism in the academy. Australian Universities Review, 59(2), 5–13, 2017) and show how they have become responsible for change in the university and created spaces supportive for women. They are engaging in activism through collaborative autoethnography, reflecting on their stories and critiquing struggles and marginalisation to show dilemmas and successes produced within academic institutions. They create four vignettes of being academic women in different countries, identifying contradictions faced in their daily work within an ‘Academic Olympics’. The authors propose that through respecting and valuing the diversity that women bring to their work in the academy, universities can be nudged towards infinite possibilities: valuing connection and collaboration and creating networks that foster the creation of more supportive cultures.
The past few years have seen a new wave of protests led by high school students. After a former student killed 17 students at Marjory Stoneman Douglas High School in Parkland, Florida on February 14, 2018, survivors of the mass shooting organized school walkouts as a protest against government inaction on gun control (Yee & Blinder, 2018). Inspired by these school walkouts, Swedish student Greta Thunberg started her School Strike for Climate protests on Fridays, inspiring a larger movement of school strikes and student protests. In the city where we live and work, Vancouver, Canada, the protests have been organized by a group of high school students who call themselves the Sustainabiliteens.
Purpose : Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method : Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results : Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion : Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.
Este livro é uma obra de comunicação e diplomacia científica. A partir de um projeto de investigação sobre crianças e as cidades, pretende deixar pistas para cientistas sociais e políticos na insatisfação da procura de melhores políticas públicas com apoio de cientistas sociais.
The primary purpose of the present paper is to report the role of educational technology as an opportunity to integrate technology to support constructivist learning pedagogies into the social studies classroom. The paper provides a general overview of the definition of constructivism, the theoretical basis for introducing educational technology in social studies, the role of technology in a constructivist classroom, and also extensively investigates the factors behind the teachers’ use of constructivist theory and pedagogy as the principles for the integration of technology in social studies, how constructivist approach could lead to change in the nature of the social studies education. The paper presents a brief definition of educational technology, the domains of usage, social constructivism, the relationship between constructivism and social studies education, and then, introduces a constructivist model for employing technology in social studies in term of pedagogical techniques and practices. The present paper adopts the methods of the literature review of theoretical information relevant to the Technology Enhanced Constructivist Learning Approach in Social Studies classroom. The present paper aims to make recommendations for educators in the area of teaching and how to use educational Technology based on pedagogic approaches and principles of constructivist learning theory.
The most recent educational policies emphasise the need to promote the empowerment of students, who are recognised as protagonists and active partners in the learning and improvement processes of university teaching. In this direction, universities are committed to consolidate guidance, tutoring and placement services. Tutoring, in particular, is a strategic tool to accompany students in their academic career. A pilot survey carried out with student tutors at the Mediterranea University of Reggio Calabria is presented. The survey included the analysis of reflective documental devices structured to accompany the tutoring process. The results of the survey underlined the role of the Tutor as mediator and suggested several actions to improve the tutoring service. The experimentation demonstrates the power of narrative and writing devices. It also suggests enhancing the student-Tutor point of view in research on the improvement of university services and Faculty Development.KeywordsStudent empowermentUniversity tutorDocumentary writing
Academic development becomes a central strategy to help universities be suitable settings for XXI century education. However, academic development itself needs to adjust to a new post-pandemic reality and new ways of learning. In this regard, engaging students has been targeted in several areas of research on educational quality, assessment and evaluation, as well as institutional change in Higher Education.This paper focuses more specifically on the students’ role in academic development. Firstly, we aim at offering an overview of current patterns found in the literature, of good practices of the student-teacher partnership in academic development in HEIs, and how different approaches might be integrated. Secondly, we propose a model for student-teacher partnerships in academic development as a sustainable and inclusive approach towards participatory democracy in higher education.KeywordsAcademic developmentStudents’ rolePartnershipHigher educationTransformation
This chapter argues for the need to engage with students’ voices in schools to promote inclusive and democratic learning contexts. Firstly, the chapter introduces a theoretical framework about inclusive and democratic education and points out two polysemous and controversial concepts with elements of convergence: students’ voices and participation in schools. Secondly, illustrative examples from research in primary and secondary schools that focused on students’ voices are discussed. Examples from research in primary schools where students’ voices were used as a key to develop inclusive education practices are presented. Listening to students’ voices is closely related to notions of inclusion since theories of inclusion support the idea of valuing all members’ views. Research on student participation in democratic secondary schools, which examined four areas of democratic participation are then described, followed by attempts to explore how a democratic school is conceived in relation to student participation. Finally, different challenges and opportunities that emerge in primary and secondary schools that adopt student voice approaches are discussed, in order to understand the link between the students’ role and the promotion of inclusive and democratic education in schools.
INTRODUCTION. How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions? Civics education, the formative activity of training young generations to take part in society by way of encouraging active and informed participation in their democratic society, is an area of study long tied to the quest of answering these questions. METHOD AND RESULTS. Through a systematic review, the current article describes the conceptual evolution of civics education in Spain and the United States in the years 2000-2020. Eighty-four articles were included in the revision and were analyzed and coded qualitatively. Momentous events in both countries are juxtaposed with the academic publications in an effort to track shifts, inflection points, and changes of foci within the fields of study. DISCUSSION. The current article outlines the historical events in each country, such as the anti-austerity movement in Spain and the events of September 11th, as potential milestones within the conceptual evolution of the literature on civics education. This article represents the first phase of a larger research project contextualizing relevant historical events within the body of research in the fields of education, political science, and sociology as it relates to the study of civics education.
This chapter embraces a feminist ethic of care and focuses on how academics in initial teacher education envision care in the neoliberal university. Care is used as a discursive device to critically examine attitudes, behaviours, and strategies for teaching and relationship building in university contexts. The authors and fellow academics approach care through autoethnographic reflection. Questions raised include: How do academics create caring communities? What model does/should the university serve for graduate educators? How does this resist a dominant culture which does not adequately reward caring professions in market terms? Stories and reflections are used to question whether building caring communities in the academy will create a community that feels empowered to demand recognition for their caring work, thereby resisting individualising impulses of a neoliberal society.
When limited to consultation, participation, does not address deep-rooted problems concerning young people's use of neighborhood space. Many initiatives to involve young people give little attention to issues of conflict, power and diversity in neighborhood development. Building cohesive communities with high levels of social capital that acknowledge young people as " legitimate " shared users of space, requires more elaborate approaches. The paper argues for the creation of spaces where adults and young people can come together in dialogue, reflection and social learning in communities as well as wider decision-making processes. Drawing on principles of action research and participatory inquiry, the paper elaborates a dialogical " social learning " model of participation using an example from work in community health planning. This approach can support young people's participation in community development and local decision-making processes.
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the 'common school', a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
The United Nations Convention on the Rights of the Child has raised the profile of children's participation in the United Kingdom. Hart's ladder of participation has been the most influential model in this field. This paper offers an alternative model, based on five levels of participation: 1. Children are listened to. 2. Children are supported in expressing their views. 3. Children's views are taken into account. 4. Children are involved in decision-making processes. 5. Children share power and responsibility for decision-making. In addition, three stages of commitment are identified at each level: openings, opportunities and obligations. The model thus provides a logical sequence of 15 questions as a tool for planning for participation. Copyright © 2001 John Wiley & Sons, Ltd.
This review introduces readers to the field of consultation work with young people. It is not a comprehensive review of all published literature (as is, for instance, the review by Coad and Lewis, 2004), but it indicates some relevant references, broad schools of thought, major conceptual issues and practical approaches, as a guide for those who are interested in this area.
A nation is democratic to the extent that its citizens are involved, particularly at the community level. The confidence and competence to be involved must be gradually acquired through practice. It is for this reason that there should be gradually increasing opportunities for children to participate in any aspiring democracy, and particularly in those nations already convinced that they are democratic. With the growth of children’s rights we are beginning to see an increasing recognition of children’s abilities to speak for themselves. Regrettably, while children’s and youths’ participation does occur in different degrees around the world, it is often exploitative or frivolous. This Essay is designed to stimulate a dialogue on this important topic. This Essay is written for people who know that young people have something to say but who would like to reflect further on the process. It is also written for those people who have it in their power to assist children in having a voice, but who, unwittingly or not, trivialize their involvement.
The International Handbook of Student Experience in Elementary and Secondary School is the first handbook of its kind to be published. It brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students’ interpretations of their experiences in school as expressed in their own words, chapter authors offer insights into how students conceptualize and approach school, how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement. The individual chapters are framed by an opening chapter, which provides background on, bases of, and trends in research on students’ experiences of school, and a final chapter, which uses the interpretive framework translation provided to explore how researching students’ experiences of school challenges those involved to translate the qualitative research methods they use, the terms they evoke to describe and define students’ experiences of schools, and, in fact, themselves as researchers.
Pupil consultation can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers' practices, and to pupils having a new sense of themselves as members of a community of learners. In England, pupil involvement is at the heart of current government education policy and is a key dimension of both citizenship education and personalised learning. Drawing on research carried out as part of the Teaching and Learning Research Programme, Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include: • the centrality of consultation about teaching and learning in relation to broader school level concerns; • teaching approaches that pupils believe help them to learn and those that obstruct their learning; • teachers' responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face; • the things that can get in the way of pupils trusting in consultation as something that can make a positive difference. While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to all those concerned with improving classroom learning.
This article explores some of the theoretical underpinnings of radical approaches to student voice and examines a number of practical issues we need to address if we wish to move towards a more transformative future. The framework within which the notion of voice is explored and critiqued falls primarily into two categories. The first, Deconstructing the presumptions of the present, explores the largely ignored problematic of much student voice work. (1) ‘Problems of speaking about others’, (2) ‘Problems of speaking for others’, and problems of (3) ‘Getting heard’ reveal a range of issues that need to be better understood and acknowledged. The second, On the necessity of dialogue, attempts a resolution, exploring the possibility of (4) ‘Speaking about/for others in supportive ways’ before offering the preferred (5) ‘Dialogic alternative: speaking with rather than for’ and further developing that line of enquiry through (6) ‘Students as co/researchers’. Finally, (7) ‘Recalcitrant realities, new opportunities’ offers some ambivalent, but still hopeful thoughts about current realities and future possibilities.
The re‐emerging field of ‘student voice’ has the potential to offer an important contribution to education for civic society. An exploration of what ‘student voice’ aspires to and what it actually does suggests quite different sets of possibilities for educational and civic renewal. A new intellectual framework is offered in the hope that it might contribute further to democratic aspirations and emergent realities.
The author is the headteacher of a one form entry primary school near London. She describes the improvement journey that brought her school out of the Ofsted category of ‘special measures’ to become ‘outstanding’. Her view is that schools improve most radically when children and staff are encouraged to find a voice to express their learning needs. She argues that ability labelling, whether at an institutional or individual level, does nothing to further the process of school improvement.
Alex Bloom is one of the greatest figures of radical state education in England. His approach to 'personalised learning' and the development of a negotiated curriculum was immeasurably more profound and more inspiring than anything to emerge thus far from the current DfES. His approach to student voice was much more radical than anything presently emerging from the current new wave of activity. His school, St George-in-the-East, a secondary modern school in Stepney in the East End of London, utterly rejected regimentation, corporal punishment (still the norm at the time) and the use of marks, prizes and competition. On the fiftieth anniversary of his death it is fitting to return to learn again from his still unfulfilled legacy. Alex Bloom is arguably one of the greatest figures of radical state education in England, not only in the second half of the twentieth century when he did his most memorable work, but of the entire period of compulsory formal schooling. The period in which he worked as a headteacher (1945-1955) is relatively neglected; the kind of school he led (a secondary modern school) was, rightly, reviled by many of the comprehensive school pioneers; and the kind of education he advocated in his writing and exemplified in his practice (radical democratic schooling in the tradition of the European New Education movement) is the very antithesis of dominant models of state education to which we have been so destructively and ignorantly subjected for an entire generation. Yet Alex Bloom is one of only two heads of state secondary schools to be mentioned in W.A.C.Stewart's magnum opus The Educational Innovators - Volume II: Progressive Schools 1881-1967. His death on Tuesday 20 September, 1955 was reported the following day in The Times and his obituary which appeared on the Saturday talked of a remarkable man whose school, St George-in-the East, Stepney in the East End of London 'with its bomb ruins and overcrowded homes and tenements' had an international reputation as 'a great educational experiment' (The Times 1955).(1) Here is someone whose work significantly inspired one of the best known novels of the post-war generation (2) and one of the most important literary accounts of secondary teaching ever written in English. Here is someone whose work anticipates and still outreaches even the most creative periods of the comprehensive school movement that were to follow. Here is someone who took the democratic imperatives of lived
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