ERIC Number: EJ718163
Record Type: Journal
Publication Date: 2005-Mar
Reference Count: 53
Whose Participation is it Anyway? Examining the Context of Pupil Participation in the UK
British Journal of Special Education, v32 n1 p29-34 Mar 2005
Helen May recently completed her doctoral studies at the University of Leeds. Her EdD thesis, written with the benefit of extensive experience of practice, focused on the engagement of children with learning difficulties in interactions in primary classrooms. In this article, Helen May draws on her familiarity with the literature to explore the topic of pupil participation. This issue has attracted considerable attention in recent years, especially since it is on the Government's agenda for education in the UK. Here, Helen May examines the political, research and pedagogical contexts in which pupil participation is currently being addressed. She notes that the adult role in bringing about pupil participation is currently emphasised in each of these contexts and expresses concern that pupil participation is therefore being portrayed as requiring professional intervention. By calling for greater exploration of pupil participation from the perspectives of pupils themselves, Helen May makes a persuasive case for seeking a more balanced recognition of the active roles that pupils and professionals can play in this area.
Descriptors: Learning Problems, Familiarity, Curriculum Development, Student Participation, Foreign Countries, Student Role, Elementary Education
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom