Student produced visual narratives

What is it about?

This chapter is derived from a research project, conducted and completed in the United Kingdom (UK), which investigated the nature and characteristics of a disciplinary inclusion room (IR). I argue that such internal disciplinary approaches need not interfere with student learning, the educational purpose of schooling. Disciplinary IRs were developed in response to attempts by Excellence in Cities (EiC) partnerships1 in English secondary schools to reduce the large number of student exclusions from school. The perspectives of nine students subjected to IR discipline were considered in the original 2009 research (Gilmore, 2010). This chapter considers subsequent follow-up interviews in 2011 with four of these students. The follow-up study replicated the original Cultural Historical Activity Theory (CHAT) and adds visual methodologies to the analysis. Limited international research has been completed with students who have been subject to internal school disciplinary systems. This literature is mostly silent regarding students’ viewpoints (Daniels & Cole, 2010; Parsons, 2009).

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Why is it important?

This paper builds on my other publications. See below

Perspectives