Learning is a total human experience. Research rarely reaches the grounds of the inner world of how students experience learning. Conventional methods relying on spoken or written language suffer from the fact that the power relationship is slanted in the adults’ favour when young people are confronted with verbal argumentation or pre-fabricated questionnaires. Culturally and historically speaking, this has to do with academic tradition, founded as it is on the written word. A move beyond the “outer” world of spoken and written language requires other possibilities of looking into the “inner world” of schools from the pupils’ perspectives without their (and our) falling into the traps set by language.
Raggl, A. and Schratz, M. (2004), "USING VISUALS TO RELEASE PUPILS’ VOICES: EMOTIONAL PATHWAYS INTO ENHANCING THINKING AND REFLECTING ON LEARNING", Pole, C. (Ed.) Seeing is Believing? Approaches to Visual Research (Studies in Qualitative Methodology, Vol. 7), Emerald Group Publishing Limited, Bingley, pp. 147-162. https://doi.org/10.1016/S1042-3192(04)07009-0Download as .RIS
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