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Creating spaces to belong: listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods

Creating spaces to belong: listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods
Creating spaces to belong: listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods
While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls’ accounts.
behaviour, inclusive education, gender studies, special education needs
1360-3116
1-14
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Boorman, Georgie
12761bc3-04c9-47d0-ae1b-f66288f4b17e
Clarke, Gill
112f4fba-7fd5-41eb-b70c-a91eb3309b2b
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Boorman, Georgie
12761bc3-04c9-47d0-ae1b-f66288f4b17e
Clarke, Gill
112f4fba-7fd5-41eb-b70c-a91eb3309b2b

Nind, Melanie, Boorman, Georgie and Clarke, Gill (2011) Creating spaces to belong: listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods. International Journal of Inclusive Education, 2011 i-First, 1-14.

Record type: Article

Abstract

While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls’ accounts.

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Published date: 28 June 2011
Keywords: behaviour, inclusive education, gender studies, special education needs

Identifiers

Local EPrints ID: 152279
URI: https://eprints.soton.ac.uk/id/eprint/152279
ISSN: 1360-3116
PURE UUID: b2b0b288-b195-4c00-9861-6abbbbd87698
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 14 May 2010 14:31
Last modified: 06 Jun 2018 12:43

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Contributors

Author: Melanie Nind ORCID iD
Author: Georgie Boorman
Author: Gill Clarke

University divisions

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