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31.082 - Escúchame! Listen to Me! Exploring Underserved Students' Voice Through Innovative and Participatory Research Designs
Sat, April 6, 12:20 to 1:50pm, Metro Toronto Convention Centre, Floor: 200 Level, Room 206CSession Type: Symposium
Abstract
In a Post-Truth Era, where “evidence is shunted and emotion is exploited” (Du Bois, 1952; Arendt, 1951), educational researchers have an obligation to make research matter, in order to lessen inequality and increase educational opportunities for all, as “every learner matters and matters equally!” (UNESCO, 2017). The main objective of this Symposium is to (a) explore underserved students' voice through innovative and participatory research designs, and (b) build on the ongoing discussion, regarding these students’ opportunities for socioemotional and academic support. Symposium presentations will bring to the table data-rich findings of ethnographic-style research implemented in different countries, which will be integrated meaningfully, aiming for a better understanding of opportunities and limitations concerning the social participation of children in inclusive classrooms/schools.
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Chair
Papers
Examining the Personal Social Support Systems of K–12 Students Through Participatory Ego-Net Analysis - Christoforos Mamas, University of California - San Diego; Giovanna Hartmann Schaelli, University of Zurich; Lambri Trisokka, Cyprus Ministry of Education and Culture; Alan J. Daly, University of California - San Diego
Primary School Students' Perspectives to Promote Social Participation in Inclusive Education - Susanne Schwab, University of Vienna; Cornelia Gerdenitsch, Austrian Institue of Technology
Am I Really One of Them? Assessing Social Inclusion From the Perspective of Students - Lisa Hoffmann, 1University of Wuppertal; Mirna Nel, North-West University
Prerequisites for Children's Attitudes Toward Peers With Special Educational Needs - Frank Hellmich, 1Paderborn University; Marwin Felix Loeper, Paderborn University
Trajectories of Social Functioning Among Students With and Without Learning Disabilities in Inclusive Educational Settings - Elias Avramidis, University of Thessaly