An exploration into how children, young people and adults conceptualise and enhance children and young people’s participation through meta-ethnography and collaborative action research

Abstract

This thesis is comprised of a systematic literature review, empirical study, bridging document and a reflective commentary. Chapter one reports a systematic literature review which addresses the question: ‘How is the participation of children and young people within meetings considered from children, young people and adult perspectives in an English context?’. An interpretive qualitative synthesis approach, meta-ethnography, was used to analyse the data, methods and research design of eight papers to construct new understandings in relation to the review question. Findings suggest that constructs relating to purpose, relationships and power underpinned conceptualisations of children and young people’s (CYP) participation within meetings. These three constructs offer a starting point for understanding of how CYP and adults might work together to enhance CYP’s participation. Chapter 2 aims to link the meta-ethnography and the empirical research project. This chapter discusses the rationale for the thesis, including a critical consideration of research methodology and underpinning ontological and epistemological assumptions. Consideration is also given to the ethical complexities which underpinned the design and approach of the empirical study. The empirical research had a transformative purpose and moved beyond exploring perspectives to actively improving school practice. Using a collaborative approach to action research, chapter three reports on this empirical project. It aims to explore how school staff might enhance opportunities and experiences for pupil participation specifically for children identified as having English as an additional language (EAL). The research was completed in a North East primary school in collaboration with one Special Educational Needs Coordinator as a coresearcher. The research is discussed using the structure of its collaborative action research phases to demonstrate a holistic, collaborative and actionoriented inquiry. The inquiry involved an initial meeting with the co-researcher, a focus group with seven Teaching Assistants, semi-structured interviews with five pupils, and a review meeting with the co-researcher. Data was transcribed and then analysed iv using an abbreviated version of constructivist grounded theory. The chapter offers a rationale for using this within an action research design. Codes generated within the focus group and interviews were then compared to generate categories. The findings from this inquiry were used as a catalyst for discussion between the co-researcher and I, which led to identification of a range of outcomes for future school practice. These were concerned with providing space for pupils to add value to their school community; creating space for home-school language partnerships and continuing to build staff confidence and capacity in supporting participatory practice. This study demonstrates how action research can be useful in the development of professional learning and reflection. Chapter 4 discusses key learnings and reflections which occurred during the research process. Specifically, I reflect on how this research journey has influenced my development and professional practice both as a Trainee Educational Psychologist and as a researcher.