Session Information
Contribution
This paper reports the findings of a collaborative enquiry based project aimed at improving equity across a network of eight high schools in a district characterised by disadvantage in England. This project, now in its third year, shows how the role of practitioner-led enquiry and the relationship between practitioner and researcher have been key to changing participants’ meanings of equity. It shows how an initial focus on groups of students identified as vulnerable to marginalisation has widened to a process of educational improvement and an investigation into the policy and local context.
Enquiry designs have been emergent depending on each school’s context. However, some general patterns have emerged. For example, assumptions about students have shifted through a process of double loop learning when engaging with evidence, especially evidence from the students’ perspective. For many of the practitioners, the democratising process has led to a sense of a moral imperative to act and involve students in this process. The paper argues that research-practice developments have the potential to create spaces for the reframing of understandings of equity and the consequent development of appropriate practice and research.
Method
Expected Outcomes
References
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