Embedded voices: building a non-learning culture within a learning enrichment programme

Hymer, Barry, Watkins, Chris, Dawson, Elizabeth and Buxton, Ruth (2015) Embedded voices: building a non-learning culture within a learning enrichment programme. Gifted Education International, 31 (1). pp. 5-24.

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Official URL: https://doi.org/10.1177/0261429413498487

Abstract

The researchers examined transcripts of comments made and dialogues engaged in by children, teachers and student teaching assistants during a 10-week enrichment programme for gifted and talented children aged 7–9 years. Attempts were made to match these utterances with the programme’s aims and aspirations as expressed in a promotional document. Little evidence of match was revealed, but considerable evidence did emerge of the extent to which dominant technical-rational discourses and practices permeate even privileged and non-state-sponsored educational environments, at the expense of children’s learning. Suggestions are made for foregrounding the processes of high quality pupil learning rather than the products of pupil performances in enrichment and extension programmes, and thereby for achieving greater congruence between this programme’s avowed aims and practice.

Item Type: Article
Journal or Publication Title: Gifted Education International
Publisher: SAGE Publications
ISSN: 0261-4294
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Insight Administrator
Date Deposited: 18 Nov 2015 15:56
Last Modified: 18 Jul 2017 09:02
URI: http://insight.cumbria.ac.uk/id/eprint/1733

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