ERIC Number: EJ1321758
Record Type: Journal
Publication Date: 2021
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: N/A
Listening to Further Education Students' Perspectives: Examining Student Voice Practice through the Lens of Auto-Driven Photo Elicitation
Research in Post-Compulsory Education, v26 n4 p479-502 2021
This study explores student voice practice from a student's viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu's notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.
Descriptors: Adult Education, Foreign Countries, Adult Students, Young Adults, Student Attitudes, Photography, Research Methodology, Democracy, Participation, Economically Disadvantaged
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A