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Breaking the silence : working with pupil voice in Iranian primary schools
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Partovi, Monireh and Wyness, Michael G. (2022) Breaking the silence : working with pupil voice in Iranian primary schools. Educational Review, 74 (2). pp. 226-242. doi:10.1080/00131911.2020.1713051 ISSN 0013-1911.
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WRAP-breaking-silence-working-pupil-primary-schools-Wyness-2020.pdf - Accepted Version - Requires a PDF viewer. Download (1378Kb) | Preview |
Official URL: https://doi.org/10.1080/00131911.2020.1713051
Abstract
The paper provides analysis of findings from research on “pupil voice” collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on “pupil voice” emphasising children’s right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants’ insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges.
Item Type: | Journal Article | ||||||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LG Individual institutions (Asia. Africa) |
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Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||
Library of Congress Subject Headings (LCSH): | Education, Primary, Education, Primary -- Iran, Early childhood education -- Iran, School children -- Iran, Expression in children -- Iran, Cognition in children -- Iran | ||||||||
Journal or Publication Title: | Educational Review | ||||||||
Publisher: | Taylor & Francis (Routledge) | ||||||||
ISSN: | 0013-1911 | ||||||||
Official Date: | 2022 | ||||||||
Dates: |
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Volume: | 74 | ||||||||
Number: | 2 | ||||||||
Page Range: | pp. 226-242 | ||||||||
DOI: | 10.1080/00131911.2020.1713051 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Reuse Statement (publisher, data, author rights): | “This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review on 27/01/2020, available online: http://www.tandfonline.com/10.1080/00131911.2020.1713051 | ||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||
Date of first compliant deposit: | 9 January 2020 | ||||||||
Date of first compliant Open Access: | 27 July 2021 | ||||||||
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