Skip navigation

Other People’s Voices: A reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice

Other People’s Voices: A reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice

Santamaria, Melanie and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2019) Other People’s Voices: A reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice. Ensaio: Avaliação e Políticas Públicas em Educação, 27 (105). ISSN 0104-4036 (Print), 1809-4465 (Online) (doi:https://doi.org/10.1590/s0104-40362019002702206)

[img]
Preview
PDF (Publisher's PDF - Open Access)
24615 ADE-OJO_Other_People's_Voices_(OA)_2019.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

Download (452kB) | Preview
[img]
Preview
PDF (Author Accepted Manuscript)
24615 ADE-OJO_Other_People’s_Voices_A_Reflective_Inquiry_into Power_and_Voice_Within_the Classroom_(AAM)_2019.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial.

Download (304kB) | Preview

Abstract

The aim of this pilot case-study was two-fold: to explore the power and voice within small group interactions within a secondary school classroom and to explore the implications of researching one’s own practice as a teacher-researcher. Using Bakhtin’s theories of dialogism and a framework suggested by Calgani and Logo (2018), audio recordings of one small group interactions were compared to student independent written work, in order to understand whose voices were used and how. Four main themes were identified: power and authority; positions of submission; silence and the voice of the text. The findings also highlighted how in the midst of teaching we can fail to see these power and identity dynamics; but the time and space of reflective research enables researchers to see beyond the moment and develop the capacity to see their teaching interventions and strategies anew to support the construction of new meaning.

Item Type: Article
Uncontrolled Keywords: dialogism, classroom dialogue, reflective practitioner, voice
Subjects: L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified: 06 Oct 2021 15:54
URI: http://gala.gre.ac.uk/id/eprint/24615

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics