Primary to secondary school transition :personal and critical reflections arising from co-research

Abstract

The thesis starts by presenting an ostensibly straightforward question about how the transition from primary school to secondary school is experienced from a gendered perspective. This question was explored through a research project which involved 4 girls, in their second year of secondary schooling, as co-researchers. What ultimately transpires is a personal and critical account of the research and, importantly, the research process. Implications for practice, which encompass three main areas, are deliberated upon. Firstly, themes relating to the original research question of how girls experience the transition are debated. The findings offer some support to the hypotheses that boys and girls experience friendships and peer pressure differently. In general, girls tend to place greater value on relationships within school. It is suggested that further research is needed to clarify how aspects of the secondary school system can inhibit and facilitate the fostering of positive relationships. Secondly, implications for educational psychology practice are debated. In particular, the importance of adopting a reflexive stance, where the researcher or practitioner‟s values and assumptions are made as explicit as possible, is emphasised. Finally, the discussion also exposes a number of challenges arising from the research process. It is suggested that these challenges offer important implications for researchers seeking to undertake co-research. In particular, it is suggested that a careful consideration of who is most likely to benefit from the research is required prior to undertaking co-research. Furthermore, reflections on peer dynamics throughout the process raise questions about utilising children as co-researchers and situating them as pseudo-adults.