Silvio Scanagatta
Barbara Segatto

Executive Committee
Ursula Apitzsch, Jean-Louis Derouet, Luisa Ribolzi, Alison Taysum, Carlos Alberto Torres, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Anna Dal Ben


For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo

An English Case of Participation in School Processes and Practices

TitleAn English Case of Participation in School Processes and Practices
Publication TypeJournal Article
Year of Publication2020
AuthorsTaysum A
Secondary TitleItalian Journal of Sociology of Education
Date Published02/2020
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsassessment for personal and social learning, Equity, grassroots up, inclusion, participation

The purpose of this English secondary school pilot case-study is to establish if the research design addresses the questions about teachers’ and students’ patterns of participation in institutional processes and practices. Such participation is important because individuals can prepare for participating within labour markets, and shape culture in their communities’ and ‘big society’. The case study draws from a post-positivist and an interpretivst approach. The mixed methods case study included qualitative interviews with two teachers and two students that focused on their experiences, concerns and aspirations. The findings revealed that leadership systems of value enabled learning to start with students and fostered collaboration between teachers and teachers, and teachers and students’ learning, assessment for learning and planning. Collaboration was underpinned by healthy relationships characterized by friendliness, trust, respect and an ethic of care, an inclusionary approach, a sense of fun, and a spirit of enquiry. Research participants stated optimal participation had been reached, and further participation would require the creation of time in the curriculum. The findings were theorized from which we developed pilot questionnaires to test the findings. The evidence from the pilot of the questionnaires is here reported. Reporting the qualitative findings is not possible because it would not be possible to maintain the confidentiality of the teachers and students.