Understanding children’s constructions of meanings about other children: implications for inclusiveeducation
Understanding children’s constructions of meanings about other children: implications for inclusiveeducation
This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults’ way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults’ influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices.
inclusion, children's voices, children's meanings, primary schools
27-36
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
11 March 2008
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
(2008)
Understanding children’s constructions of meanings about other children: implications for inclusiveeducation.
Journal of Research in Special Educational Needs, 8 (1), .
(doi:10.1111/j.1471-3802.2008.00099.x).
Abstract
This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults’ way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults’ influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices.
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Messiou_JORSEN2008.pdf
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e-pub ahead of print date: 11 March 2008
Published date: 11 March 2008
Keywords:
inclusion, children's voices, children's meanings, primary schools
Organisations:
Faculty of Social, Human and Mathematical Sciences
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Local EPrints ID: 344242
URI: http://eprints.soton.ac.uk/id/eprint/344242
PURE UUID: 0490bff5-8519-4c1e-abcf-68594aa42b76
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Date deposited: 15 Oct 2012 15:03
Last modified: 15 Mar 2024 03:45
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