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Open AccessEditorial

Respecting the Voices of Individuals from Marginalised Communities in Research—“Who Is Listening and Who Isn’t?”

by Michael Shevlin and Richard Rose

Educ. Sci. 2022, 12(5), 304; https://doi.org/10.3390/educsci12050304 - 27 Apr 2022

Cited by 7 | Viewed by 7678

Abstract

Internationally, Governments have signed up to the principles of ensuring that they support the development of greater equity and inclusion in education [...] Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

Research

Jump to: Editorial

15 pages, 265 KiB

Open AccessFeature PaperArticle

Parents as Nomads: Journeys, In-Betweenness and Identity

by Miriam Twomey

Educ. Sci. 2022, 12(2), 130; https://doi.org/10.3390/educsci12020130 - 16 Feb 2022

Viewed by 2469

Abstract

When considering the parent voice as an individual subjective reality, it is observed as unique to the parent and not shared by others. This research sought to explore if parent voices could constitute intersubjective realities; inviting narratives from parents and professionals that may [...] Read more.

When considering the parent voice as an individual subjective reality, it is observed as unique to the parent and not shared by others. This research sought to explore if parent voices could constitute intersubjective realities; inviting narratives from parents and professionals that may reveal a shared existence. The first theme explored the journeys of the parent as a nomad in their search for services to support their children. The second theme describes the position of the parent during the period of their child’s assessment, diagnosis and intervention, as that of ‘in-betweenness’. The third theme describes parents’ experiences as those of journeys, during which their identities change. Qualitative, in-depth, longitudinal case studies were undertaken with parents of young children with ASD and professionals over eighteen months. Semi-structured interviews (n-83) were conducted. Autoethnography was critical as a methodological tenet in defense of a position that states that research is an extension of our lives. The findings of this research show evidence of parental isolation and marginalization when procuring services for their children or when children failed to experience inclusion. This research suggests that nomads navigate (difficult) ways of forming new multiple selves and identities. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

18 pages, 1174 KiB

Open AccessArticle

“I Thought It Was My Fault Just for Being Born”. A Review of an SEL Programme for Teenage Victims of Domestic Violence

by Norah Sweetman

Educ. Sci. 2021, 11(12), 784; https://doi.org/10.3390/educsci11120784 - 1 Dec 2021

Viewed by 3612

Abstract

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. [...] Read more.

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The researcher designed a 12-week multimedia programme, ‘up2talk’, to enhance the communications skills and emotional literacy of the participants. Parents and teenagers were fully informed of the aims and previously attended the family service hosting the programme. Domestic violence was identified as a core issue, without the expectation of personal disclosure. This approach enabled young people to voice and explore the effects of domestic violence on their lives. Participants developed the elements of the programme and a family worker co-facilitated the groups. The third-party approaches: ‘how would a teenager feel?’, artistic expression, assertiveness, debates and videoing drama increased SEL and generated discussion, while protecting privacy. Parents provided two interviews concerning their children, and teenagers provided three individual interviews and ongoing group reviews. A thematic analysis showed a reduction in shame and self-blame, enhanced self-esteem and self-efficacy, increased engagement in education and recreation and improved family relationships. Themes were triangulated by facilitators’ observations, interview data, artefacts, group reviews and parental feedback. All families were offered follow-up support. The effectiveness of the interactive group indicates opportunities for its development in educational and youth settings. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

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19 pages, 314 KiB

Open AccessArticle

“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage

by Hannagh Mc Ginley and Elaine Keane

Educ. Sci. 2021, 11(12), 777; https://doi.org/10.3390/educsci11120777 - 30 Nov 2021

Cited by 5 | Viewed by 5280

Abstract

Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and [...] Read more.

Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

14 pages, 233 KiB

Open AccessArticle

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

by Joanne Banks and Emer Smyth

Educ. Sci. 2021, 11(10), 634; https://doi.org/10.3390/educsci11100634 - 13 Oct 2021

Cited by 3 | Viewed by 5041

Abstract

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and [...] Read more.

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

14 pages, 254 KiB

Open AccessArticle

Learners’ Voices in Inclusive Education Policy Debates

by Antonella Mangiaracina, Anthoula Kefallinou, Mary Kyriazopoulou and Amanda Watkins

Educ. Sci. 2021, 11(10), 599; https://doi.org/10.3390/educsci11100599 - 30 Sep 2021

Cited by 7 | Viewed by 5639

Abstract

Although the idea of including learners in policy-making is gaining ground, their voices still seem to be marginalised. This article focuses on the issue of learners’ voices in inclusive education policy debates. It begins by discussing main policy developments, arguments and key issues [...] Read more.

Although the idea of including learners in policy-making is gaining ground, their voices still seem to be marginalised. This article focuses on the issue of learners’ voices in inclusive education policy debates. It begins by discussing main policy developments, arguments and key issues around learner voice and participation. It then draws on different aspects of work by the European Agency for Special Needs and Inclusive Education (the Agency) that has directly involved young people in exchanges with policy-makers and decision-makers responsible for developing and implementing policy for inclusive education. This includes four European “Hearings” (in 2003, 2007, 2011 and 2015), involving over 300 young people. It also includes workshops with learners in Cyprus and Poland as part of the European Commission’s Directorate-General for Structural Reform Support Programme activities. In the Agency’s work, learners with a range of learning needs from across Europe shared their views on their right to education (access), their rights in education (learning and participation) and their rights in wider society (achievement). Key messages from learners included the importance of barrier-free schools, raising awareness, changing attitudes and combating stereotypes to support their longer-term social inclusion and ensure they are able to become full citizens in their local communities. Building on these messages, the article concludes with some important considerations for future work and recommends positioning learners as key agents in policy debates for inclusive education. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

12 pages, 245 KiB

Open AccessArticle

University Students with Intellectual Disabilities: Empowerment through Voice

by John Kubiak, Des Aston, Marie Devitt and Barbara Ringwood

Educ. Sci. 2021, 11(10), 571; https://doi.org/10.3390/educsci11100571 - 23 Sep 2021

Cited by 4 | Viewed by 4149

Abstract

People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The [...] Read more.

People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin, offers students with intellectual disabilities a two-year programme entitled Arts, Science and Inclusive Applied Practice (ASIAP). This paper presents a selection of voices from ASIAP students which highlights their experiences of becoming both co-researchers and second language learners. These studies present a variety of ways in which power relationships are negotiated between faculty and students through utilising creative and inclusive approaches to the research process. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

10 pages, 187 KiB

Open AccessArticle

Voices of Women within the Devanga Community, Bangalore, India

by Pooja Haridarshan

Educ. Sci. 2021, 11(9), 547; https://doi.org/10.3390/educsci11090547 - 16 Sep 2021

Cited by 1 | Viewed by 2514

Abstract

Women face a unique set of challenges in India on account of traditionally held views of their gender, as well as often having lower educational and community status. Gender discrimination has continued to remain an evil in our society. Almost 70% women in [...] Read more.

Women face a unique set of challenges in India on account of traditionally held views of their gender, as well as often having lower educational and community status. Gender discrimination has continued to remain an evil in our society. Almost 70% women in South Asia are married at a young age, which is coupled with early childbearing and a lack of decision-making abilities within the traditional family structures, further enhancing their “disadvantaged” position in society. In India, the relationship of status and patriarchal values in addition to the deprived status of women worsens the situation. Despite advances having been made in the active participation of women in the political and economic domain, not much change has been seen in incidences of gender discrimination or dominant patriarchy. Daily interactions ensure that gender stereotypes have a strong influence on our values, judgements and evaluations to an extent that men and women are treated differently in society. A small weaving community, the Devanga community, which has its roots spread across India, practices stereotypes and patriarchal norms which have ensured the existence of male dominance in almost every aspect of decision making. The position of women within this community is worthy of debate and discussion, although no prior research has been conducted on this issue within the Devanga community. This paper draws upon the voices of women from within this community to understand the various levels of discrimination faced by them on a regular basis, along with highlighting male privilege as a cause of perpetuated discrimination and lesser opportunities for girls compared with boys. The reported research study analyzed data obtained from 120 women from the Devanga community through semi structured questionnaires and interviews and adopted an ethnographic feminist perspective to interpret these data. Findings indicate that the voices of women within this community are suppressed due to contributory factors such as orthodox beliefs and practices, male dominance, early marriage, and domestic responsibilities and all of these can be viewed as a barrier to providing educational opportunities to girls. Findings suggest that despite the progress made by women in India, they are still considered to be the single largest group of backward citizens. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

22 pages, 1255 KiB

Open AccessArticle

The PRU: The Solution for Whom?

by Johan Malmqvist

Educ. Sci. 2021, 11(9), 545; https://doi.org/10.3390/educsci11090545 - 15 Sep 2021

Cited by 2 | Viewed by 3023

Abstract

In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that “inclusion has gone too far”. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations [...] Read more.

In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that “inclusion has gone too far”. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations of the efficacy of PRUs, and no national evaluations of such provision have been undertaken. Furthermore, more attention must be paid to PRU students’ own perspectives and experiences as we lack knowledge of their needs and situation. This study aimed to investigate how educational needs have been and should be addressed in one PRU according to nine stakeholder groups, for example, current students, former students, parents, school staff, and various groups of people who, in their work, were responsible for deciding about the PRU (e.g., chief education officers or politicians) or supporting the PRU (e.g., school healthcare unit staff). Comparative analysis of all groups’ perceptions considered similarities and differences of views of this topic. Preliminary results indicate substantial between- and within-group variation concerning the purpose of the PRU and uncertainty about educational quality, partly due to insufficient documentation. Some students described a “Catch-22”: having been told to catch up educationally with peers and that PRU placement would help in this, they were disappointed, as the emphasis on non-educational practices impeded catching up. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

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19 pages, 493 KiB

Open AccessArticle

Parent Enablers of Education Support for Young People with Hearing Impairment in Pakistan

by Tehmina Hammad

Educ. Sci. 2021, 11(9), 480; https://doi.org/10.3390/educsci11090480 - 30 Aug 2021

Viewed by 3237

Abstract

This article examines the support received by young people with hearing impairment from parent enablers of education in Pakistan. In this ethically designed research, the society’s learning pathways of strong and weak knowledge and education centralised the voice of young people with hearing [...] Read more.

This article examines the support received by young people with hearing impairment from parent enablers of education in Pakistan. In this ethically designed research, the society’s learning pathways of strong and weak knowledge and education centralised the voice of young people with hearing impairment as a methodology to evaluate society’s influence on parent enablers support, including from for-profit and not-for-profit education. The semi-structured interviews were conducted with 20 young people with hearing impairment, 10 each from for-profit and not-for-profit education. The case-by-case analysis of young peoples’ voice showed that in strong pathway, the binding together of family support in education with society formed young peoples’ equal but different identity that shaped an imbalance in gender and social choice of impairment over poverty with restricted translation of for-profit education in employment outside the family. In weak pathway, the family support in education disconnected from society formed young peoples’ same but unequal identity that shaped conflict in gender and social choice of poverty over impairment with limited conversion of not-for-profit education in local employment. In conclusion, alignment of society and parent enablers of education with reference to gender is required for young peoples’ entry in outside and local employment for sustainable development in Pakistan. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

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19 pages, 877 KiB

Open AccessArticle

Intersectional Aspects of Education at the Nexus of Disability and Forced Migration: Perspectives of Parents, Educational Experts, and School Authorities in Greater Vienna

by Seyda Subasi Singh, Camilla Pellech, Alexandra Gutschik, Michelle Proyer and Iris O’Rourke

Educ. Sci. 2021, 11(8), 423; https://doi.org/10.3390/educsci11080423 - 11 Aug 2021

Cited by 3 | Viewed by 2546

Abstract

Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a [...] Read more.

Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a lack of data about the intersection of the kind of schooling (integrative setting, inclusive settings, or special education classes), gender, nationality, or first language use. In order to learn about the current educational practices and challenges in the Austrian context, parents of disabled children from a refugee background as well as educational experts and school authorities were interviewed. Findings showed that there is only a little awareness of the intersectional aspects of disability and forced migration among educational experts and school authorities, while the diagnosis of special education needs suffers from the complexity of the situation. Additionally, parents’ lack of information, as well as the need to improve collaboration and increase the availability of translation services, multilingual counseling, or service provision in general were other aspects that this study found. Parents perceived school choice as a key decision and findings underlined that their worries, also as a result of past experiences, affected current decision-making regarding their children’s education. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

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15 pages, 287 KiB

Open AccessArticle

“There Isn’t Really Anything around Here…”: Autism, Education and the Experience of Families Living in Rural Coastal England

by David Preece and Ivana Lessner Lištiaková

Educ. Sci. 2021, 11(8), 397; https://doi.org/10.3390/educsci11080397 - 2 Aug 2021

Cited by 9 | Viewed by 4353

Abstract

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of [...] Read more.

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of England with a detrimental impact on people with disabilities. This qualitative study explored the lives of families living with autism in rural coastal England. Mothers, fathers, grandparents and young people from 21 families living with autism in West Norfolk and Cornwall shared their experience through semi-structured interviews that were conducted in early 2019. Families identified positive and negative aspects of living in these areas, including barriers preventing access to and inclusion in education. Barriers were related to poor infrastructure, sparse specialised services (resulting in diagnostic delay and difficulties), limited autism awareness, lack of trained professionals, and the impact of austerity across health, social care and education. Families’ struggles are amplified by the intersectionality of (a) autism-specific needs, (b) physical distance and small-community life related to rurality and (c) the seasonal and peripheral nature of coastal life. Access to education for children with autism in rural coastal areas of England could be improved by acknowledging and addressing the intersecting factors intensifying their marginalisation. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

19 pages, 1805 KiB

Open AccessArticle

Children’s Right to Belong?—The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children’s Negotiation of Academic and Social Identities in School

by Deirdre McGillicuddy and Malgosia Machowska-Kosciak

Educ. Sci. 2021, 11(8), 383; https://doi.org/10.3390/educsci11080383 - 27 Jul 2021

Cited by 6 | Viewed by 3484

Abstract

Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in [...] Read more.

Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children’s social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people’s voice(s) as they negotiate the complexity of identity (re)formation and belonging in school. It explores whether mis/recognition impacts teacher pedagogical practices through ability grouping, and minority ethnic children’s navigation of social spaces within/between the classroom. Using a children’s rights lens, this paper interrogates whether minority ethnic children’s right to education preparing them “for responsible life in a free society, in the spirit of understanding, peace (and) tolerance” (Article 29 (1), UNCRC, 1989) is being realised. Findings indicate the need to foreground minority ethnic children’s voices and rights to ensure how they “do”/”feel” learning is in their best interests and affords them equal opportunities in their school lives. Full article

(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)

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