Understanding marginalisation in education: the
voice of children
Understanding marginalisation in education: the
voice of children
his paper illustrates how conversations with children can enhance thinking and practice in relation to the development of inclusive education. In particular, evidence from research carried out in a primary school in Cyprus is used to throw light on notions of marginalisation. The study suggests that marginalisation can be conceptualised in four ways: when a child is experiencing some kind of marginalisation that is recognised almost by everybody, including himself/herself; when a child is feeling that he/she is experiencing marginalisation, whereas others do not recognise this: when a child is found in what appears to be marginalised situations but does not view this as marginalisation; and, finally, when a child appears to experience marginalisation but does not recognise this. The paper concludes that children’s voices should not only be used as a strategy for understanding and developing more inclusive practices, but more importantly that listening to children is itself a manifestation of being inclusive.
305-318
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
2006
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
(2006)
Understanding marginalisation in education: the
voice of children.
European Journal of Psychology of Education, 21 (3), .
(doi:10.1007/BF03173418).
Abstract
his paper illustrates how conversations with children can enhance thinking and practice in relation to the development of inclusive education. In particular, evidence from research carried out in a primary school in Cyprus is used to throw light on notions of marginalisation. The study suggests that marginalisation can be conceptualised in four ways: when a child is experiencing some kind of marginalisation that is recognised almost by everybody, including himself/herself; when a child is feeling that he/she is experiencing marginalisation, whereas others do not recognise this: when a child is found in what appears to be marginalised situations but does not view this as marginalisation; and, finally, when a child appears to experience marginalisation but does not recognise this. The paper concludes that children’s voices should not only be used as a strategy for understanding and developing more inclusive practices, but more importantly that listening to children is itself a manifestation of being inclusive.
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Published date: 2006
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Local EPrints ID: 350805
URI: http://eprints.soton.ac.uk/id/eprint/350805
ISSN: 0256-2928
PURE UUID: 5c1759c4-5b30-48c0-8430-be497e6ac62d
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Date deposited: 15 Apr 2013 12:48
Last modified: 15 Mar 2024 03:45
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