The concept of possible selves (PSs) has been used to facilitate imagined possibilities and future selves (Markus & Nurius, 1986). The voice of children and young people (CYP) who have experienced school exclusion is underrepresented in research. This study aimed to address that gap in knowledge for three young people, utilising PSs. The future hopes and aspirations of each young person were also considered. The young people attended an alternative education provision, following an exclusion from a mainstream school. A social constructionist position was taken and a narrative inquiry approach was adopted. Narrative interviews facilitated co-constructed narratives, from which themes and PSs were interpreted. A multi-layered approach to analysis aimed to enhance knowledge and privilege the young people’s meanings. Social, cultural and power influences were explored within and across the young peoples’ narratives of agency and resistance. Whilst taking a critically reflexive and transparent approach, I acknowledge my own power and influence within the research process. This research raises awareness to the potential challenge encountered from narratives which marginalise and close down possibility for CYP who experience school exclusion. It prompts us to consider how we may generate conditions to facilitate the construction of new PSs to open up new possibilities for young people, enabling them to achieve their hopes and future aspirations. The implications of this study, for my own practice as well as the educational psychology profession, are presented. The value of a narrative approach for research and practice is highlighted.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:581624 |
| Date | January 2013 |
| Creators | Callwood, E. L. |
| Contributors | Billington, T. |
| Publisher | University of Sheffield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.whiterose.ac.uk/4311/ |
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