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Abstract
This paper gives a personalised account of our attempts to develop creative participatory methods with challenging pupils within the context of ethnographic research carried out in UK inner city secondary schools. During the course of our fieldwork, we drew on a variety of innovative and arts-based activities, designed to help us build relationships with the pupils and gain an understanding of their experience from their perspectives. We discuss the ways in which the emergent methodology facilitated this process but also some of the complexities and issues that arise in relation to conducting creative participatory research.
Notes
1. The research, entitled ‘Disruptive behaviour in the Classroom: Exploring the subjectivity of Disaffection’, was funded by the ESRC, grant number: RES-061-23-0073.
2. The terminology used to describe these units varied between schools. We use BSU as a generic term to describe them all.
3. We were mindful of our positioning as female researchers, one white and in her early 40s (Val Gillies) and the other black and in her early 30s (Yvonne Robinson), and what such positioning might mean in relation to the research and how the pupils perceived us.
4. Yvonne was familiar with the dramatic techniques and exercises utilised by theatre practitioners and professionals, through work as an actress and doctoral research with community theatre companies.
5. Pseudonyms have been used for pupils’ names.
6. X factor is a televised singing talent show in which contestants compete to get through to various stages culminating in a grand final.
7. The project, entitled ‘Challenging ideas about disaffection: maximising policy and practice impact’, is currently being carried out in the different levels of educational provision offered by Kids Company, focusing on the children and young people who use this provision.