Abstract:
Championing the critical role of including student voice in educational research, this workshop is rooted in a doctoral thesis and proposes an innovative, reflexive method that foregrounds authenticity and inclusivity. Classrooms are poised to celebrate diversity, so I put forward a novel approach that incorporates diversity in culture, background, and language through a critical discourse model.
At the centre of this workshop lies a unique feature—participants examining their own biases. By doing this, light is shown on unnoticed prejudices, especially when delving into narratives of individuals who are underrepresented.
This workshop uses a blend of transcribed conversations from multiple English language arts classrooms between students and sometimes with their teacher. Including student discourse provides a direct channel to the nuance of identity formation (via dimensions of diversity like social background, ethnic and cultural origin, languages spoken, perceived learning ability, physical abilities, gender, sexuality, religion, and so on).
By integrating students' perspectives in their direct, unfiltered dialectical input, we not only honour their narratives but also enrich the research outputs with oft-overlooked insights that avoid perpetuating further marginalisation. This methodology is significant, aligning with the global shift towards more participatory, inclusive research paradigms.
This workshop employs a triple-phase design.
The initial phase engages participants in a series of stations wherein they will read transcripts of classroom talk in small groups. At each station, participants will be expected to glean insights from the dynamics that take place in the classroom data.
In the second phase, participants will be guided (via protocols and through natural inclination) to analyse their own underlying assumptions, biases, and/or prejudices in the analysis of the classroom discourse. By doing this, they uncover patterns in their thinking, shaping their understanding of their own positions.
The workshop's final phase synthesises participants’ insights into a collective data visualisation. Participants will be equipped with tools and techniques to integrate transcribed discourses into a holistic, comprehensive research plan, maintaining authenticity while ensuring broad resonance.
Throughout the workshop, participants acquire practical skills. They will also be expected to explore how discoveries in this research can be applied across other subject areas/disciplines. As a group, the advantages, and challenges of this approach, by contrasting it with traditional data collection and analysis methods, will be discussed.
It is envisaged that this approach will revolutionise how educational researchers engage with students and accommodate diverse perspectives, marking a stride towards more egalitarian, responsive, and effective educational research.
At the centre of this workshop lies a unique feature—participants examining their own biases. By doing this, light is shown on unnoticed prejudices, especially when delving into narratives of individuals who are underrepresented.
This workshop uses a blend of transcribed conversations from multiple English language arts classrooms between students and sometimes with their teacher. Including student discourse provides a direct channel to the nuance of identity formation (via dimensions of diversity like social background, ethnic and cultural origin, languages spoken, perceived learning ability, physical abilities, gender, sexuality, religion, and so on).
By integrating students' perspectives in their direct, unfiltered dialectical input, we not only honour their narratives but also enrich the research outputs with oft-overlooked insights that avoid perpetuating further marginalisation. This methodology is significant, aligning with the global shift towards more participatory, inclusive research paradigms.
This workshop employs a triple-phase design.
The initial phase engages participants in a series of stations wherein they will read transcripts of classroom talk in small groups. At each station, participants will be expected to glean insights from the dynamics that take place in the classroom data.
In the second phase, participants will be guided (via protocols and through natural inclination) to analyse their own underlying assumptions, biases, and/or prejudices in the analysis of the classroom discourse. By doing this, they uncover patterns in their thinking, shaping their understanding of their own positions.
The workshop's final phase synthesises participants’ insights into a collective data visualisation. Participants will be equipped with tools and techniques to integrate transcribed discourses into a holistic, comprehensive research plan, maintaining authenticity while ensuring broad resonance.
Throughout the workshop, participants acquire practical skills. They will also be expected to explore how discoveries in this research can be applied across other subject areas/disciplines. As a group, the advantages, and challenges of this approach, by contrasting it with traditional data collection and analysis methods, will be discussed.
It is envisaged that this approach will revolutionise how educational researchers engage with students and accommodate diverse perspectives, marking a stride towards more egalitarian, responsive, and effective educational research.