Developing student-researchers in primary schools through inclusive inquiry
Developing student-researchers in primary schools through inclusive inquiry
This paper argues that more should be done to draw on the views of children and young people when using collaborative action research to promote inclusion in schools. Drawing on the findings of a collaborative action research study which explored how primary school students (4–12-year-olds) could take on the role of researchers, through Inclusive Inquiry, an approach that focuses on the development of inclusive practices and thinking in schools, the paper throws light on the potential of this approach. Building on earlier research carried out with secondary schools, the findings reported here are based on work carried out in 30 primary schools in five countries. The analysis of data generated through these experiences suggests that collaborative action research approaches that involve children as researchers in schools can increase students’ confidence, make them more engaged in lessons, and facilitate stronger relationships with their teachers. It is argued that these features can also lead to the development of student agency.
Collaborative action research, inclusive education, schools, student researchers, student voice
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Lowe, Amy
7b68ecbf-cc5a-4c03-94ce-2e1becdc96a3
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Lowe, Amy
7b68ecbf-cc5a-4c03-94ce-2e1becdc96a3
Messiou, Kyriaki and Lowe, Amy
(2023)
Developing student-researchers in primary schools through inclusive inquiry.
Educational Action Research.
(doi:10.1080/09650792.2023.2298418).
Abstract
This paper argues that more should be done to draw on the views of children and young people when using collaborative action research to promote inclusion in schools. Drawing on the findings of a collaborative action research study which explored how primary school students (4–12-year-olds) could take on the role of researchers, through Inclusive Inquiry, an approach that focuses on the development of inclusive practices and thinking in schools, the paper throws light on the potential of this approach. Building on earlier research carried out with secondary schools, the findings reported here are based on work carried out in 30 primary schools in five countries. The analysis of data generated through these experiences suggests that collaborative action research approaches that involve children as researchers in schools can increase students’ confidence, make them more engaged in lessons, and facilitate stronger relationships with their teachers. It is argued that these features can also lead to the development of student agency.
Text
Authors_AcceptedMamuscript_DevelopingstudentresearchersthroughInlclusiveInquiry_EducationalActionResearch
- Accepted Manuscript
Restricted to Repository staff only until 27 June 2025.
Request a copy
Text
Developing student-researchers in primary schools through inclusive inquiry
- Version of Record
More information
Accepted/In Press date: 27 October 2023
e-pub ahead of print date: 27 December 2023
Additional Information:
Funding Information:
We would like to thank all the teachers, students and university researchers who took part in this project. Without their cooperation, this project would have not been possible. The project has been funded with support from the European Commission (EC) (‘Reaching the “hard to reach”: Inclusive Responses to diversity through child-teacher dialogue’ (2017–2020), Erasmus+ Key Action 2, School Education Strategic Partnerships (Grant Number: 2017-1-UK01-KA201-036665). This publication reflects the views only of the authors, and the EC cannot be held responsible for any use which may be made of the information contained therein.
Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Collaborative action research, inclusive education, schools, student researchers, student voice
Identifiers
Local EPrints ID: 485887
URI: http://eprints.soton.ac.uk/id/eprint/485887
ISSN: 0965-0792
PURE UUID: 91233dbc-76e3-4a4c-8410-fd5652bceadb
Catalogue record
Date deposited: 03 Jan 2024 20:18
Last modified: 18 Mar 2024 03:24
Export record
Altmetrics
Contributors
Author:
Amy Lowe
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
