Conversations with Children: Making Sense of Marginalization in Primary School Settings

Autor/in	Messiou, Kyriaki
Titel	Conversations with Children: Making Sense of Marginalization in Primary School Settings
Quelle	In: European Journal of Special Needs Education, 21 (2006) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Foreign Countries; Inclusive Schools; Ethnography; Educational Environment; Elementary School Students; Student Attitudes; Equal Education; Social Discrimination; Special Needs Students; Social Isolation; Interpersonal Relationship; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Inclusive school; Integrative Schule; Ethnografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Soziale Benachteiligung; Soziale Schließung; Sonderpädagogischer Förderbedarf; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zypern
Abstract	This paper engages with the issue of marginalization, in relation to the notion of inclusive education, that might be experienced by children within primary school settings. The discussion draws on understandings gained through an ethnographic study that took place in one primary school in Cyprus, with 227 children enrolled (aged 5 years 8 months to 12 years) over the period of five months. Particular emphasis was given to the idea of listening to children in order to better understand notions of marginalization, and therefore of inclusive education. Hence children's voices were at the centre of this study and, in particular, they played a significant role in the process of identifying pupils who were possibly experiencing marginalization in the particular school setting. A total of 31 children were identified as possibly experiencing marginalization. Through the process of carrying out the research and analysing the data, marginalization came to be conceptualized in four different ways within a primary school context: when a child is experiencing some kind of marginalization and this is recognized by almost everybody including himself/herself; when a child is feeling that he/she is experiencing marginalization, while most others do not recognize this; when a child is found in what appear to be marginalized situations but does not feel it, or does not view it as marginalization; and, finally, when a child is experiencing marginalization but does not admit it. It is argued that marginalization in school contexts is a complex, multifaceted process, and that educators should take this understanding into account in order to successfully include all children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10