Minding the Discursive Gap1: a Participatory, Transformative, Research and Evaluation Model for Youth with Learning Difficulties in the Process of Secondary Transition.

Blake, Richard (2016) Minding the Discursive Gap1: a Participatory, Transformative, Research and Evaluation Model for Youth with Learning Difficulties in the Process of Secondary Transition. [Dissertation (University of Nottingham only)]

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Abstract

Despite inclusive statements and policies at a national level in Botswana and generally adequate levels of resourcing, people with disabilities generally still fail to experience an equality of opportunity in their education or in their lives in their local communities. The Ithuteng Programme is introduced as a programme that

has used a participatory dialogue to identify approaches aimed at achieving an equalization of opportunity for people with disabilities. An Inclusive Sustainable Livelihoods Pilot Project is described and research questions in relation to a narrative literature review are listed with a view to being able to describe a participatory, transformative, research and evaluation model. The merits of using the format of a narrative review are discussed and ways of overcoming potential bias considered. The methods used in the review process and the ethical considerations that are taken into account are listed. Within the current schooling system the two possible directions that educational achievement can move in are considered, either towards achieving socially useful practices or towards achieving epistemological access. The problems relating to both directions of educational achievement, given the current system, are considered in relation to people with disabilities. The three metafunctions of language, ideation, textuality, the interpersonal, are then each considered in relation to the process of knowledge development. These considerations are then related to The Inclusive Sustainable Livelihoods Pilot Project and a discussion is undertaken as to how the asset mapping and the household level survey components can be viewed together as being components of a participatory, transformative, research and evaluation model. This then leads to a conclusion recommending that empirical research is undertaken focusing on a participatory, transformative research and evaluation model.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 04 Aug 2017 10:40
Last Modified: 12 Oct 2017 23:26
URI: http://eprints.nottingham.ac.uk/id/eprint/44687

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