The VOICES_Ed project utilizes a photo-elicitation methodology to explore meanings, perspectives and understandings of inclusion, and exclusion, in school settings. Children and young people used disposable cameras to take photographs, in their school setting, that they felt represented inclusion or exclusion.
The images were then ‘cartoonised’ and developed into Continuing Professional Development (CPD) materials for school leaders, Special Educational Needs Coordinators, teaching assistants and teachers across England (2018).
You can read about the project and follow its developments on Twitter @VOICES_Ed
To download a printable version of this page (pdf).
To read more about this research:
DUNNE, L., HALLETT, F., KAY, V. and WOOLHOUSE, C., 2018. Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation International Journal of Inclusive Education. 22(1). pp.21-37
WOOLHOUSE, C., 2017. Conducting photo- methodologies: framing ethical concerns relating to representation, voice and data analysis when exploring educational inclusion with children. International Journal of Research & Method in Education.
DUNNE, L., HALLETT, F., KAY, V. and WOOLHOUSE, C., 2017. Visualising Inclusion: Employing a photo-elicitation methodology to explore views of inclusive education. SAGE Research Methods Cases.
WOOLHOUSE, C., DUNNE, L., HALLETT, F., and KAY, V., 2017. Perceptions of inclusion. Inclusion Now. Alliance for Inclusive Education (ALLFIE). (46):9-11.
WOOLHOUSE, C., 2019. What does inclusion mean to you? Times Education Supplement (TES). pp. 30-32.