The Trouble with Boys

It became obvious that the usual barrage of punishments commonly administered in schools such as detentions, report cards and internal exclusion (being placed in isolation) were not making even a fraction of a difference. When three of the boys sobbed with frustration at being internally excluded yet again, I began to question the “one size fits all” methods of dealing with challenging behaviour in schools. I worried about their futures as statistics show that boys who are excluded from school are at much greater risk of offending, many ending up in prison; their life chances becoming dire. Apart from the anxiety and unhappiness of these students, what of the stress their teachers and peers experience because of their behaviour? What about the effect on the education of other pupils as well as their own?

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Inclusive Approaches to Researching Disability in Children’s Literature

The catalyst for this doctoral project was the realisation that there was very little research within the growing field of disability in children’s literature that asked for children’s views of such texts and only one project so far had begun to consider the views of disabled children. To me, this seemed to be a fundamental gap in the research: I firmly believe that disabled children should be asked for their views on the representation of their own lived experience, on which they are the experts, in line with Article 12 of the United Nation’s Convention on the Rights of the Child (1989).

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Multi-Dimensional Approaches to Well-Being: A Call to Afford Individuals the Dignity They Deserve

We all already know all the rhetoric regarding the importance of educating girls: educate a girl, educate the nation; an educated girl will delay marriage and have fewer children; an educated girl will be less likely to live in poverty. These are important findings, which I do not refute, and, indeed, I came to focus my attention on the isolated and marginalised Karamoja, Uganda, because of instructive findings. But statistical findings are only the beginning; researchers must also display a, too often absent, level of humility regarding our own importance and that of our research.

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Studying Not-Quite-Education in the EdFac: Your Summer Playlist

For one paper, I watched Mulan and Moana about 50 times each in two or three weeks. For another, I ran through several series-worth of multiple Disney Channel television shows. For a different one, I read a book series most often found sold in W.H. Smith clearance houses and ASDA checkout lanes. All of this simply to try to determine where the different intersections of hegemonic messaging to different levels of society might lay, and to garner a better understanding of how damaging messages encoded in media, especially those that harm minority communities, might be addressed by the groups being harmed in ways that encourage media corporations to change. But again, in practical terms, what this really means is that I have at my finger tips and in my head the ultimate summer playlist to get through the dog-days of dissertation writing. And of course, maybe a couple of subversive ways to think about everyone’s favorite earworms, too. So, without further ado, a song for every writing mood.

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Feeling secure in myself within my reality

The PhD journey is also not always fair or objective.Some people have money, some people have creativity, some have great social support, some have romance, some have their family around, some have familiarity with British society, some don’t look like outsiders, some never have problems with their supervisors, some have charisma, some have native English, some have peace, and some have good health.It is not fair, but everyone has something valuable.

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