4.1.1 Revising our of learning 78 ‘communities’ 4.2.0 Framework analysis 83 4.2.1 Identity 83 4.2.2 89 Knowledge 4.2.3 Language 94 4.2.4 Power 98 4.3.0 Relationships 106 4.4.0 What else? 115 4.5.0 120 Conclusion and where next? – 5 Data Analysis: Theoretical Concepts 122 5.1.0 Introduction: developing a of self 122 5.1.1 A sense of belonging? 123 5.2.0 From A to B via Z, Q and P! 125 5.2.1 126 Charlie (learner participant) 5.2.2 Alex (learner participant) 130 5.2.3 Sam and Gerry (teacher participants) 136 5.2.4 Chris, Morgan and Dom (observed participants) 145 5.3.0 Pat (manager participant) 152 5.4.0 158 Conclusion 6 Companions Along the Way 160 6.1.0 Introduction: remembering we started 160 6.1.1 The organisation 163 6.2.0 Why do we ask our learners to tell us what they think? 165 For whose benefit and to what purpose? 6.2.1 How do learners’ self-perceptions influence their 170 involvement with learner voice initiatives (perceived sense of self and cultural placement)? ‘trajectories’, 6.2.2 What are the issues around language, locus of power, 175 tensions and conflict? 6.3.0 What are the implications for practice? 180 6.3.1 The micro and the meso development of a knowledge 181 – partnership 6.3.2 The exo and the macro the organisation and beyond! 185 – 6.4.0 189 Limitations and further research 6.5.0 Conclusions 191 6.5.1 A researcher’s journey 194 References 196 Appendices Appendix One: Literature Review I Appendix Two: Identities of participants and organisation, XXXIV including protocol to ensure anonymity ‘naming’ Appendix Three: Observation pro-forma XXXV Appendix Four: Interview schedule XLI
4.1.1 Revising our ‘communities’ of learning 78 4.2.0 Framework analysis 83 4.2.1 Identity 83 4.2.2 Knowledge 89 4.2.3 Language 94 4.2.4 Power 98 4.3.0 Relationships 106 4.4.0 What else? 115 4.5.0 Conclusion – and where next? 120 5 Data Analysis: Theoretical Concepts 122 5.1.0 Introduction: developing a of self 122 5.1.1 A sense of belonging? 123 5.2.0 From A to B via Z, Q and P! 125 5.2.1 Charlie (learner participant) 126 5.2.2 Alex (learner participant) 130 5.2.3 Sam and Gerry (teacher participants) 136 5.2.4 Chris, Morgan and Dom (observed participants) 145 5.3.0 Pat (manager participant) 152 5.4.0 Conclusion 158 6 Companions Along the Way 160 6.1.0 Introduction: remembering we started 160 6.1.1 The organisation 163 6.2.0 Why do we ask our learners to tell us what they think? For whose benefit and to what purpose? 165 6.2.1 How do learners’ self-perceptions influence their involvement with learner voice initiatives (perceived ‘trajectories’, sense of self and cultural placement)? 170 6.2.2 What are the issues around language, locus of power, tensions and conflict? 175 6.3.0 What are the implications for practice? 180 6.3.1 The micro and the meso – development of a knowledge partnership 181 6.3.2 The exo and the macro – the organisation and beyond! 185 6.4.0 Limitations and further research 189 6.5.0 Conclusions 191 6.5.1 A researcher’s journey 194 References 196 Appendices Appendix One: Literature Review I Appendix Two: Identities of participants and organisation, including ‘naming’ protocol to ensure anonymity XXXIV Appendix Three: Observation pro-forma XXXV Appendix Four: Interview schedule XLI
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx