Encouraging voices: listening to young people who have been marginalised
Encouraging voices: listening to young people who have been marginalised
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鼓励的声音：倾听被边缘化的年轻人的声音
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
M. Shevlin
中科院分区：
文献类型：
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作者：
R. Rose;M. Shevlin
如果有机会反思他们的教育经历，青年人往往能够对那些支持或阻碍学习的程序和行动提出见解。在这篇文章中，Richard Rose和Michael舍夫林描述了一组研究人员如何与一群来自边缘化社区的年轻人（包括残疾人）、难民家庭或少数民族的年轻人一起探索他们被教育系统纳入或排除的方式。所描述的项目涉及一个来自英国和爱尔兰共和国的团队。他们的工作重点是关注年轻人的经历，这些年轻人希望讲述自己的故事，并在这样做的过程中向教师和教育政策制定者通报可以采取哪些步骤，以便能够更加深思熟虑地处理包容性议程
When provided with an opportunity to reflect upon their experiences of education, young people can often offer insights into those procedures and actions which have either supported or inhibited learning. In this article Richard Rose and Michael Shevlin describe how a team of researchers came together with a group of young people from marginalized communities, including those with disabilities, from refugee families or from ethnic minorities to explore the ways in which they had been included or excluded by the education system. The project described involved a team of people drawn from the UK and the Republic of Ireland. Their work focused upon the experiences of young people who were concerned to tell their stories and, in so doing, inform teachers and education policy makers about the steps which may be taken to enable the inclusion agenda to be more thoughtfully addressed