Odd: feeling different in the world of education

奇怪：在教育世界中感觉不同

• 批准号: AH/R004994/1
• 负责人: Rachel Holmes
• 金额: $ 37.47万
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FR004994%2F1
• 关键词: Odd; feeling; different; world; education

This 3-year interdisciplinary project will investigate the experiences of, and repercussions for, children who do not find it easy to 'fit in' at school. While such feelings are not always traumatic, statistics produced by Young Minds (2016) suggest three children in every classroom have diagnosed mental health issues. This proposal has been developed in partnership with the school where the research will be located, Alma Park Primary School in Levenshulme, Manchester, selected for its diverse school and local communities. This research is timely, firstly, in its innovative approach to rethinking 'difference' to contribute new knowledge to the anti-bullying and inclusion agendas in school and secondly, in its methodology, building on the developing field of community co-produced knowledge (Facer and Enright, 2016), and focusing the lenses of art and anthropology on both the substantive inquiry into oddness, and the theoretical work of developing interdisciplinary methodology and protocols.Over the last 5 years the UK government has invested heavily in diversity, mental health and wellbeing, with a particular focus on young children's resilience (DfE, 2016; DoH, 2014). The day-to-day work of our partner school reflects the ethos of many schools; informed by such initiatives, their commitment to 'celebrating difference' palpable, yet they express concern for individualising discourses that filter down from educational policy, collectively defining who falls outside of educational and social norms. The proposed project recognises that an interdisciplinary approach is needed to break out of conventional educational thinking about difference and conformity. We will bring together perspectives from art, anthropology and education to examine how feeling a 'misfit', 'loner' or the 'odd one out' can have a detrimental impact on some children, whilst recognising others may occupy this space more confidently. Children are perceived as capable, skilled social actors in the world, who have fascinating perspectives on this topic. Working in co-production with a whole primary school community, involving children from all year groups (aged 4-11), parents, teachers and non-teaching staff, the research will produce different kinds of practice-based collaborations to ask pressing and difficult questions of policy rhetoric and practices in school via interrogations of the generative idea of odd; what odd means; what its value is and why this matters, what it tells us about ordinary, everyday encounters with one another, places and things. The research collective will develop arts-led strategies and other resources for minimizing the destructive effects of feeling 'odd' or 'different', but will also attempt to harness the potency of difference as a force for creativity, empowerment and policy critique. For our purposes, the term odd opens a space for thinking otherwise in a school context where powerful discourses of difference, diversity and inclusion (Norwich, 2014) rub up against material processes of normalisation and conformity (Brisard, Menter & Smith, 2010). This project will generate new interdisciplinary knowledge, enhance understandings and develop creative insights into how art theory and practice, together with social science methodologies contribute empirically to an emerging field of work that attends to difference differently (Barad, 2014). The project team have the expertise required for this interdisciplinary study: a visual anthropologist with expertise in interdisciplinary connections between anthropology and art/design (Ravetz); a socially engaged artist working in large social environments where people, object and places interact (Shaw); a co-production consultant (Pool) and educationalist (Pahl) with extensive knowledge of co-production and empirical work in schools; a PI with extensive experience of externally-funded research on children and childhood and interdisciplinary, arts-informed methodologies (Holmes).

这个为期三年的跨学科项目将调查那些难以“融入”学校的孩子的经历和影响。虽然这种感觉并不总是令人痛苦，但 Young Minds（2016 年）的统计数据表明，每个教室中有 3 个孩子被诊断出心理健康问题。该提案是与研究所在地学校（位于曼彻斯特利文舒姆的阿尔玛公园小学）合作制定的，该学校因其多元化的学校和当地社区而被选中。这项研究是及时的，首先，其创新方法重新思考“差异”，为学校的反欺凌和包容议程贡献新知识；其次，其方法论建立在社区共同生产知识的发展领域（Facer和恩赖特，2016），并将艺术和人类学的视角集中在对奇怪现象的实质性探究以及开发跨学科方法和协议的理论工作上。在过去的 5 年里，英国政府在多样性、心理健康和福祉方面投入巨资，特别关注幼儿的复原力（DfE，2016；DoH，2014）。我们合作学校的日常工作体现了许多学校的精神；通过这些举措，他们对“庆祝差异”的承诺显而易见，但他们对从教育政策中渗透出来的个性化话语表示担忧，这些话语共同定义了谁不属于教育和社会规范。拟议的项目认识到需要采用跨学科的方法来打破关于差异和一致性的传统教育思维。我们将汇集艺术、人类学和教育的观点，研究“不适应”、“孤独”或“奇怪”的感觉如何对一些孩子产生不利影响，同时认识到其他人可能会更自信地占据这一空间。孩子们被认为是世界上有能力、有技巧的社会参与者，他们对这个话题有着令人着迷的观点。该研究将与整个小学社区共同开展工作，涉及所有年级（4-11 岁）的儿童、家长、教师和非教学人员，将开展不同类型的基于实践的合作，以解决紧迫和困难的问题通过对奇怪的生成观念的询问，提出学校政策言论和实践的问题；奇怪是什么意思？它的价值是什么，为什么它很重要，它告诉我们关于彼此、地点和事物的日常遭遇。该研究团体将开发以艺术为主导的策略和其他资源，以尽量减少感觉“奇怪”或“不同”的破坏性影响，但也将尝试利用差异的潜力作为创造力、赋权和政策批评的力量。就我们的目的而言，“奇怪”一词在学校环境中打开了一个思考的空间，在学校环境中，关于差异、多样性和包容性的强有力的话语（Norwich，2014）与规范化和整合的物质过程发生冲突（Brisard，Menter＆Smith，2010）。该项目将产生新的跨学科知识，增强理解并发展创造性见解，以了解艺术理论和实践以及社会科学方法论如何为以不同方式关注差异的新兴工作领域做出实证贡献（Barad，2014）。项目团队拥有这项跨学科研究所需的专业知识：视觉人类学家，具有人类学和艺术/设计之间跨学科联系的专业知识（Ravetz）；一位在人、物和场所相互作用的大型社会环境中工作的社会艺术家（Shaw）；联合制作顾问（Pool）和教育家（Pahl），在联合制作和学校实证工作方面拥有丰富的知识；一位 PI，在外部资助的儿童和儿童研究以及跨学科、艺术知识方法方面拥有丰富的经验（Holmes）。

项目成果

Collaborative Research in Theory and Practice The Poetics of Letting Go

理论与实践的协同研究 放手的诗学

• 发表时间: 2022
• 作者: Pahl; K.
• 通讯作者: K.

Spitting open the sky: eruptions of difference in an early years classroom

吐出天空：早年课堂中差异的爆发

• DOI: http://dx.10.1080/09518398.2023.2181445
• 发表时间: 2023
• 期刊: International Journal of Qualitative Studies in Education
• 影响因子: 1.1
• 作者: Holmes R

The Capaciousness of No: Affective Refusals as Literacy Practices

拒绝的能力：情感拒绝作为识字实践

• DOI: http://dx.10.1002/rrq.306
• 发表时间: 2020
• 期刊: Reading Research Quarterly
• 影响因子: 4.2
• 作者: Truman S

Doing Research-Creation in School: Keeping an Eye on the Ball

在学校进行研究创造：密切关注事情进展

• DOI: http://dx.10.1111/jade.12373
• 发表时间: 2021
• 期刊: International Journal of Art & Design Education
• 影响因子: 1.1
• 作者: Pahl K

Knowing from the Inside - Cross-Disciplinary Experiments with Matters of Pedagogy

从内部了解——教育学问题的跨学科实验

• DOI: http://dx.10.5040/9781350217171.ch-005
• 发表时间: 2022
• 作者: Holmes R