Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/28852
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dc.contributor.advisorMannion, Gregory-
dc.contributor.advisorMunday, Ian-
dc.contributor.authorBowes, Evelyn Ruth-
dc.date.accessioned2019-02-26T13:54:33Z-
dc.date.issued2018-08-31-
dc.identifier.urihttp://hdl.handle.net/1893/28852-
dc.description.abstractChildren from armed forces families are identified internationally as a group facing challenging situations, circumstances which can have a negative impact on their educational experiences. The main focus in existing research has been on measuring children’s outcomes, but these studies generate little insight into how children themselves make sense of their experiences. There are only a few in-depth qualitative studies, mostly conducted outside the UK, exploring the lived experiences of children from armed forces families. This study explores how children of armed forces personnel from schools across Scotland expressed their experiences. It aims to better understand approaches to the provision of inclusive educational support. A suite of methods – object elicitation, video diaries, peer interviewing, drawing, and vignettes – was employed, to generate expressions from a total of 41 children and young people aged eight to 14 years, from three primary and two secondary Scottish schools. A post-qualitative orientation supported the inquiry to look beyond children’s voices in isolation. An assemblage approach was taken to the analysis of the audio/video recordings, transcripts, artefacts, and field notes from the research encounters. The analysis showed how the different and shifting conditions of the research led to the creation of ongoing productive encounters. A key insight was that schools have much unrealised capacity to positively contribute to the experiences of these children. Methodological insights alongside empirical findings are used to generate signposts for the provision of improved educational support. The thesis argues that, ultimately, any improvement will involve entering into reciprocal, experimental, and socio-materially mediated dialogues with children in ways that both align with children’s lived experience of armed forces life but also allow for the exploration of change and becoming-different as outcomes of those dialogues.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Stirlingen_GB
dc.subjectchildrenen_GB
dc.subjectyoung peopleen_GB
dc.subjectparticipationen_GB
dc.subjectarmed forcesen_GB
dc.subjectmilitaryen_GB
dc.subjectschool experiencesen_GB
dc.subjectpost-qualitativeen_GB
dc.subjectDeleuzeen_GB
dc.subjectvoiceen_GB
dc.subjectassemblageen_GB
dc.subjectbecomingen_GB
dc.subject.lcshGreat Britain Armed Forcesen_GB
dc.subject.lcshSociology, Militaryen_GB
dc.subject.lcshEducational sociologyen_GB
dc.subject.lcshFamilies of military personnelen_GB
dc.subject.lcshFamiliesen_GB
dc.subject.lcshArmed Forcesen_GB
dc.titleResearching the experiences of children and young people from armed forces familiesen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
dc.rights.embargodate2020-06-25-
dc.rights.embargoreasonI wish to delay public access to my thesis in order to write articles for publication. A delay will also give sufficient time for effective dissemination by the Royal Caledonian Education Trust, who partly sponsored the doctorate.en_GB
dc.contributor.funderESRC; Royal Caledonian Education Trusten_GB
dc.author.emailevelyn.r.bowes@gmail.comen_GB
dc.rights.embargoterms2020-06-26en_GB
dc.rights.embargoliftdate2020-06-26-
Appears in Collections:Faculty of Social Sciences eTheses

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