Voicing students lived experiences through creative activities: an ethical matter
2010 (English)In: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, 91-92 p.Conference paper, Meeting abstract (Other academic)
The school's mission is to educate the children and young people in its society, so that they may reach the level of knowledge that the Government has stipulated by law. The task of educating the citizens of Sweden is described in the text of the schools' management documents and these documents stress the importance of taking students' experiences as a starting point in teaching situations, with the goal of increasing the level of knowledge. One way to really take students experiences into account is voicing them, which is the research topic for this study. Three major reasons for contemporary schools giving voice to students are presented by Rudduck and Flutter (2004). The first is the children's rights movement, based on the United Nations Conventions on the Rights of the Child, which states that children are entitled to have a say in decisions that affect them (CRC, 1989). The second reason is the school improvement movement, founded on the perspective of students and advocating their active participation in the learning process. Active participation is also closely linked to citizenship education, the third reason, dealing with matters of student engagement, student empowerment, and fostering democracy in the present and for the future. The importance of student voice underlies inviting students to participate in their own education, as well as in educational research. In schools every day life a lot of people meet and interact with each other, students as well as teachers, and schools can therefore be viewed as meeting places. While meetings and relationships are common we argue for the need to further explore behaviours in school in general, and more specific to voice students lived experiences of the same, as we consider this as an ethical matter and right. The aim of this paper is to explore students' lived experiences of behaviour in school. The theoretical framework of this study is the phenomenology of the life-world.The research was designed according to following: A total of 25 students got a school task to express, in writing, how they want to be treated by others, but also how they do not want to be treated. After many discussions with classmates, teachers and one researcher the students agreed upon three themes in their writing: respect, appreciation, and recognition. Students then expressed these themes with the aid of creative activities in the form of short stories and production of art, combined with subsequent oral comments. The results which emerged indicate that the students give voice to multi-faceted experiences, reflecting both positive and negative aspects of behaviours in school. The results indicate the necessity to take the students' understandings of behaviours into account when improving educational settings. Finally, it is important to raise questions how these results can be considered in other Nordic countries, in order to enable deeper understanding of schooling and educational research within our shared Nordic context.
Place, publisher, year, edition, pages
2010. 91-92 p.
Research subject Education
IdentifiersURN: urn:nbn:se:ltu:diva-27119Local ID: 0755e010-52de-11df-a0f4-000ea68e967bOAI: oai:DiVA.org:ltu-27119DiVA: diva2:1000300
NERA Congress 2010 : 11/03/2010 - 13/03/2010
Godkänd; 2010; 20100428 (ysko)2016-09-302016-09-30Bibliographically approved