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Betha Cholmáin maic Luacháin: an ecclesiastical microcosm of the twelfth-century Irish midlands
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The intra-Traveller debate on ‘Traveller ethnicity’ in the Republic of Ireland. A critical discourse analysis
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Investigation of stress and burnout in Irish second-level teachers: A mixed-methods approach.
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Student voice in Irish post-primary schools: a drama of voices
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Abstract:
This 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.
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Keyword:
Democracy; Democracy--Study and teaching (Secondary); Pedagogy; Rights; Student council; Student government--Ireland; Student voice
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URL: http://hdl.handle.net/10468/1284
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| 227 |
A corpus-based investigation of some pragmatic politeness features utilised during question time in the national parliament of Ireland
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Treating speech sound deficits at home. Can it work? Effect of a no-training needed home programme for children with speech sound disorder
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