Student voice in Irish post-primary schools: a drama of voices

Simple item page
dc.check.embargoformatE-thesis on CORA onlyen
dc.check.entireThesisEntire Thesis Restricted
dc.check.opt-outNot applicableen
dc.check.reasonThis thesis is due for publication or the author is actively seeking to publish this materialen
dc.contributor.advisorHorgan, Maryen
dc.contributor.authorFleming, Domnall Patrick
dc.date.accessioned2013-12-18T15:17:53Z
dc.date.issued2013
dc.date.submitted2013
dc.description.abstractThis research is an exploration of the expression of student voice in Irish post-primary schools and how its affordance could impact on students’ and teachers’ experiences in the classroom, and at whole-school level through a student council. Student voice refers to the inclusion of students in decisions that shape their experiences in classrooms and schools, and is fundamental to a rights-based perspective that facilitates students to have a voice and a say in their education. Student voice is essential to the development of democratic principles, active citizenship, and learning and pedagogy. This qualitative research, based in three post-primary case-study schools, concerns teachers in eighteen classrooms engaging in dialogic consultation with their students over one school year. Teachers considered the students’ commentary and then adjusted their practice. The operation of student councils was also examined through the voices of council members, liaison teachers and school principals. Theorised within socio-cultural (social constructivist), social constructionist and poststructural frames, the complexity of student voice emerges from its conceptualisation and enactment. Affording students a voice in their classroom presented positive findings in the context of relationships, pedagogical change and students’ engagement, participation and achievement. The power and authority of the teacher and discordant student voices, particularly relating to examinations, presented challenges affecting teachers’ practice and students’ expectations. The functional redundancy of the student council as a construct for student voice at whole-school level, and its partial redundancy as a construct to reflect prefigurative democracy and active citizenship also emerge from the research. Current policy initiatives in Irish education situate student voice in pedagogy and as dialogic consultation at classroom and whole-school level. This work endorses the necessity for and benefit of such a positioning with the author further arguing that it should not become the instrumental student voice of data source, accountability and performativity.en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Version
dc.format.mimetypeapplication/pdfen
dc.identifier.citationFleming, D. P. 2013. Student voice in Irish post-primary schools: a drama of voices. PhD Thesis, University College Cork.en
dc.identifier.endpage272
dc.identifier.urihttps://hdl.handle.net/10468/1284
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2013, Domnall P. Fleming.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectStudent voiceen
dc.subjectStudent councilen
dc.subjectDemocracyen
dc.subjectRightsen
dc.subjectPedagogyen
dc.subject.lcshStudent government--Ireland.en
dc.subject.lcshDemocracy--Study and teaching (Secondary).en
dc.thesis.opt-outfalse
dc.titleStudent voice in Irish post-primary schools: a drama of voicesen
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD (Arts)en
ucc.workflow.supervisormary.horgan@ucc.ie
Files
License bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
license.txt
Size:
5.62 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Thumbnail Image
Name:
Email Communication.txt
Size:
948 B
Format:
Plain Text
Description:
E-mail Communication
Collections
Doctoral Theses
College of Arts, Celtic Studies and Social Sciences - Doctoral Theses
Education - Doctoral Theses