'Voice', young people and action research
| dc.contributor.author | Hadfield, Mark | |
| dc.contributor.author | Haw, Kaye | |
| dc.date.accessioned | 2008-05-15T09:59:35Z | |
| dc.date.available | 2008-05-15T09:59:35Z | |
| dc.date.issued | 2001 | |
| dc.identifier.citation | Educational Action Research, 9 (3): 485-502 | |
| dc.identifier.issn | 09650792 | |
| dc.identifier.issn | 17475074 | |
| dc.identifier.doi | 10.1080/09650790100200165 | |
| dc.identifier.uri | http://hdl.handle.net/2436/26173 | |
| dc.description.abstract | This article moves from an overview of what is meant by the term 'voice' to discussing the significance of its links with action research. It does this through using a simple typology of three types of voice: Authoritative, Critical and Therapeutic. Each type of voice represents a different process of articulation and intended outcome. It then moves on to consider 'voice' and the collaboration of young people in educational action research by unpicking a series of four assumptions which delineate major theoretical and practical possibilities and limitations. These assumptions provide a critique of the underpinning ideologies held by professionals when supporting and listening to young people | |
| dc.language.iso | en | |
| dc.publisher | Routledge | |
| dc.relation.url | http://www.informaworld.com/smpp/content?content=10.1080/09650790100200165 | |
| dc.subject | Voice type | |
| dc.subject | Authoritative voice | |
| dc.subject | Critical voice | |
| dc.subject | Therapeutic voice | |
| dc.subject | Articulation | |
| dc.subject | Young people | |
| dc.title | 'Voice', young people and action research | |
| dc.type | Journal article | |
| dc.identifier.journal | Educational Action Research | |
| html.description.abstract | This article moves from an overview of what is meant by the term 'voice' to discussing the significance of its links with action research. It does this through using a simple typology of three types of voice: Authoritative, Critical and Therapeutic. Each type of voice represents a different process of articulation and intended outcome. It then moves on to consider 'voice' and the collaboration of young people in educational action research by unpicking a series of four assumptions which delineate major theoretical and practical possibilities and limitations. These assumptions provide a critique of the underpinning ideologies held by professionals when supporting and listening to young people |