ERIC Number: EJ781895
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: N/A
Understanding Marginalisation in Education: The Voice of Children
Messiou, Kyriaki
European Journal of Psychology of Education, v21 n3 p305-318 2006
This 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.
Descriptors: Inclusive Schools, Foreign Countries, Child Advocacy, Childhood Needs, Critical Theory, Educational Psychology, Interviews, Elementary School Students, Hermeneutics, Case Studies, Student Surveys
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus
Grant or Contract Numbers: N/A