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EK313 block 3 week 15/unit 13 - Coggle Diagram

- - - - https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778164&section=1.6.1
      - help to be gained by talking to other colleagues and researchers. Insights into understanding a particular phenomena do not necessarily only reside in published literature.
    - - https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778164&section=1.7.1
      - Smith describes how part of her research is aimed at ‘examining existing power imbalances between parents, children and teachers’. The term ‘imbalance’, rather than the more neutral term ‘power difference’, indicates that this is seen as something to be redressed or put back into balance. This stance is in keeping with the theories that she draws on in her study from the work of Bourdieu and the influential educator and philosopher Paulo Freire.
- - - - clearly some doing it to get out of schoolwork.
      - In order to make the groups manageable, I was obliged to exercise power in an exclusionary way, refusing several children the opportunity to participate. To keep the groups ‘on track’, I felt that I had to encourage the children to do what I wanted them to do. p.142
      - 2nd group: all but one of the children refused to comply with my requests.
      - children’s tactical use of the focus groups to avoid classwork and indulge in a fun activity.p.143
      - Ansell (2001). . . After co-operating during the preparatory phase, during school time, none carried out research out of school; some even fabricated results to placate her
        
        Ansell (2001) deliberately decided not to assert her authority as a white adult. Her ‘allowing’ the students to resist can therefore be seen as an exercise of power that, in turn, enabled the students to exercise power over her. The same can be said of Christensen’s laissez- faire attitude towards the children’s requisitioning of her tape recorder. p.143
        
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        my TMA02