Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/20457
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dc.contributor.advisorMannion, Greg-
dc.contributor.advisorI'Anson, John-
dc.contributor.authorPriestley, Andrea-
dc.date.accessioned2014-06-10T08:36:15Z-
dc.date.available2014-06-10T08:36:15Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/1893/20457-
dc.description.abstractThe purpose of this study is to better understand the classroom experiences of current secondary school students, in light of the present policy drive towards participation. Using an approach with ethnographic intent (participant observation, interviewing, shadowing and field notes) this research explores six students’ experiences, in one secondary school in Scotland. Emerging themes from the literature, regarding participation and participatory approaches, suggest that these can be understood in different ways, ranging from economic instrumentalism to democratic renewal. This study took a fresh theoretical approach, employing an ecological, temporal-relational understanding of the achievement of agency. This understanding acknowledges a young person’s awareness of, and capacity to engage with, a range of different possible actions, by means of a particular context at a particular time. This approach provided theoretical tools, with which to interpret aspects of these students’ school experiences. The findings are detailed in terms of teacher-student relationships, the cultural realm, and young people’s aspirations. Students’ achievement of agency in the school setting is complex, but one major finding is that the quality and type of teacher-student relationship are significant in enabling these students to achieve agency. Peer relationships and ties beyond the school gates are also significant. The ecological understanding of agency provides a basis for educators to better understand the interdependence of the individual and the environment and to explore how participation might afford a wider range of possibilities for young people. This reflection on participation is important if we want to shape educational ecologies to encourage practices which facilitate the achievement of agency by young people.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Stirlingen_GB
dc.subjectParticipationen_GB
dc.subjectAgencyen_GB
dc.subjectYoung peopleen_GB
dc.subject.lcshTeacher-student relationships Scotlanden_GB
dc.subject.lcshStudent participation in administration Scotlanden_GB
dc.subject.lcshCommunication in education Scotlanden_GB
dc.titleParticipation and Agency: the experiences of young people in a Scottish secondary schoolen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDoctor of Educationen_GB
dc.author.emailahgpriestley@gmail.comen_GB
Appears in Collections:Faculty of Social Sciences eTheses

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