Whose Participation is it Anyway? Examining the Context of Pupil Participation in the UK

Autor/in	May, Helen
Titel	Whose Participation is it Anyway? Examining the Context of Pupil Participation in the UK
Quelle	In: British Journal of Special Education, 32 (2005) 1, S.29-34 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2005.00366.x
Schlagwörter	Stellungnahme; Learning Problems; Familiarity; Curriculum Development; Student Participation; Foreign Countries; Student Role; Elementary Education; United Kingdom + Suchen Sie Ihr Suchwort? Lernproblem; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Elementarunterricht; Großbritannien
Abstract	Helen May recently completed her doctoral studies at the University of Leeds. Her EdD thesis, written with the benefit of extensive experience of practice, focused on the engagement of children with learning difficulties in interactions in primary classrooms. In this article, Helen May draws on her familiarity with the literature to explore the topic of pupil participation. This issue has attracted considerable attention in recent years, especially since it is on the Government's agenda for education in the UK. Here, Helen May examines the political, research and pedagogical contexts in which pupil participation is currently being addressed. She notes that the adult role in bringing about pupil participation is currently emphasised in each of these contexts and expresses concern that pupil participation is therefore being portrayed as requiring professional intervention. By calling for greater exploration of pupil participation from the perspectives of pupils themselves, Helen May makes a persuasive case for seeking a more balanced recognition of the active roles that pupils and professionals can play in this area. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10