Visual Narrative Productions and Students' Voices: An Exploration of the Importance of Participation in Education of Children and Young People in Chilean Public Schools

  • Mauricio López Cruz Universidad de Chile
  • Andrea Valdivia Barrios Universidad de Chile
  • Roberto Fernández Droguett Universidad de Chile
Keywords: inclusive education, participation, visual narrative methods, students' voices, photography, Chile

Abstract

Full participation in schools refers to students being accepted and active members of the school community and whose contributions to school culture are valued. This is key for inclusive education. However, few studies address students' understanding of participation. In this article we explore the importance of participation of students in primary and secondary schools, with the aim of providing insights into students' experiences that may support any future critical revision of "inclusive" policies in education in Chile.

We present two studies developed with visual narrative methods, using photo elicitation and participative photography as methodological strategies to study students' voices. The results are represented by two categories: to learn and to collaborate with others, and areas of inclusion and exclusion. These categories represent the most relevant findings that emerged from three conceptual dimensions: to feel included, to be allowed to be heard, and to be able to make decisions. The physical structure of a school does not appear to be relevant to whether the student feels included, and coexistence appears to be balanced between companionship and abuse. These results highlight the significance of participation as dialogue, as collaboration, and mutual support.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs160149

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Author Biographies

Mauricio López Cruz, Universidad de Chile

Mauricio LÓPEZ CRUZ es psicólogo por la Universidad de Chile y doctor en psicología evolutiva y de la educación por la Universidad Autónoma de Madrid. Profesor asistente del Departamento de Psicología de la Universidad de Chile, coordina el magister en psicología educacional y dirige la línea de investigación sobre inclusión educativa en dicho programa.

Andrea Valdivia Barrios, Universidad de Chile

Andrea VALDIVIA BARRIOS es antropóloga social de la Universidad de Chile y doctora en ciencias de la educación de la Pontificia Universidad Católica de Chile. Profesora asistente e investigadora del Instituto de la Comunicación e Imagen de la Universidad de Chile. Su área de trabajo comprende la intersección de la comunicación, la cultura y la educación. Sus líneas de desarrollo académico abarcan el dialogismo y los enfoques socio históricos en identidad y aprendizaje; jóvenes y prácticas mediáticas digitales; y la investigación etnográfica.

Roberto Fernández Droguett, Universidad de Chile

Roberto FERNÁNDEZ DROGUETT es magister en psicología social de la Universitat Autonoma de Barcelona y doctor en arquitectura y estudios urbanos de la Pontificia Universidad Católica de Chile. Profesor asistente del Departamento de Psicología de la Facultad de Ciencias Sociales de la Universidad de Chile. Sus áreas de docencia e investigación son la psicología social, las metodologías cualitativas de investigación, memoria colectiva, movimientos sociales y usos de los espacios públicos.

Published
2015-11-29
How to Cite
López Cruz, M., Valdivia Barrios, A., & Fernández Droguett, R. (2015). Visual Narrative Productions and Students’ Voices: An Exploration of the Importance of Participation in Education of Children and Young People in Chilean Public Schools. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 17(1). https://doi.org/10.17169/fqs-17.1.2244
Section
Single Contributions