Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus

ABSTRACT

In this paper, we set out to examine children’s voices on inclusion through a systematic review of empirical studies carried out in Cyprus over the past 20 years. Specifically, it focuses on research related to this field and investigates the ways in which these studies illustrate the importance of children’s perspectives as a means for promoting inclusion and challenging segregational practices. The aim of such analysis is to bring to the surface the diverse ways and methodological tools in which children may be actively involved and have their voices heard. Moreover, our analysis seeks to point out the major issues raised by children with regards to areas of concern or suggestions for inclusion. In this context, the originality of this study lies in integrating findings and perspectives from the available empirical studies as well as in synthesising research findings to depict evidence on a meta-level and reveal areas in which more research is needed and to sum up suggestions for further policy-making.

KEYWORDS:

• Student voice
• marginalisation
• inclusion
• Cyprus education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Vignettes entail descriptive narratives of events that are considered to be representative or typical and are bound to specific time, space and actor(s) (Miles and Huberman 1994).

2 It should be noted that, nowadays, Messiou’s research on student voices applies emancipatory principles in her research empowering students to act as authentic researchers. Although Messiou carried out extensive research in Cyprus, for the last 15 years she has been active mostly in the British context, where she applied her proposed framework of ‘inclusive inquiry’.

Additional information

Notes on contributors

Christina Hajisoteriou

Christina Hajisoteriou is currently an Associate Professor in Intercultural Education at the University of Nicosia. Her interest in educational agenda and research falls in the field of intercultural education, inclusion, collaborative inquiry and European citizenship. She has therefore gained the expertise not only to conduct theoretically informed empirical research but also to work in interdisciplinary environments. Her publications fall in the field of the inclusion, school leadership and teacher practices with regards to intercultural education.

Christiana Karousiou

Christiana Karousiou is an assistant professor at the School of Education at the University of Nicosia, since September 2014. She has been awarded a PhD in Education from the School of Environment, Education and Development (SEED) at the University of Manchester, UK in 2013. Previously, she served as as a Graduate Teaching Assistant and as an elementary school teacher. Her research interests include educational policy with a particular emphasis upon teachers’ professional identities, educational reform, student voice, professional development, and school improvement.

Panayiotis Angelides

Panayiotis Angelides is professor and the Vice Rector for Academic Affairs at the University of Nicosia, Cyprus. Previously he served as an elementary school teacher. His research interests are focused on finding links between inclusive education, teacher development and school improvement. A particular feature of this research is to develop collaborative approaches that have a direct and immediate impact on teachers’ practice. He is an experienced researcher with involvement in many local and international projects. His latest book is entitled Pedagogies of inclusion.