Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation

ABSTRACT

This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of these photographs and the accompanying comments were anonymised and formed the second part of the research that sought the viewpoints and perspectives of student-teachers, serving teachers, teaching assistants and academics via seminars and workshops. It is the responses received in the seminars and workshops that form the focus of this paper. Four images and a range of responses to them have been selected for discussion and are framed within three key inter-related themes of place, positioning and perspective. Such an analysis is made to consider how self-positioning might inform diverse interpretations of the cultural construction and visual representation of inclusion and exclusion.

KEYWORDS:

• Inclusion
• photo-elicitation
• space
• place and positioning

Acknowledgements

The authors would like to thank everyone who made this project possible: all the children and young people who took the time and trouble to take photographs and provide their commentary on them, and the education professionals and academics who took part in the workshops.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Linda Dunne is Senior Lecturer and Researcher, Edge Hill University.

Fiona Hallett is Reader, Edge Hill University.

Virginia Kay is Senior Lecturer, Edge Hill University.

Clare Woolhouse is Senior Research Fellow, Edge Hill University.