The Outsider's Story

Research output: Types of ThesisDoctoral ThesisResearch

Abstract

This thesis presents perspectives upon how inclusion is experienced from the
point of view of the individual. It seeks to compliment contemporary discourse
by interpreting the concept as a fundamental human activity. In this way
acting as a counterpoint to narrower interpretations which are often
characterised by a deficit discourse or exclusionary sentiment. The research
is therefore underpinned by an emancipatory drive aligned to elements of
critical pedagogy. The implication of this for practice is the acknowledgement
that inclusion does not just apply to those children who stand out, who are
labelled in some way, not an obvious minority or indeed marginalised, but to
all children in the institutional space. In this study the concept of the Outsider
is used as a motif for what is both universal and subjective. Such a literary
device recognises the important subjective factors that underpin the
existential nature of inclusion. The study views narrative and the stories
people tell of their lives as a rich source of data. Ten individuals who are new
to the teaching profession participated in the study and it is their stories that
form the basis of the subsequent interpretation and analysis. The research
was aligned to an interpretative paradigm seeking ideographic insight. The
data generated was analysed both textually and aurally through a careful
iterative and inductive process of analysis. The themes of the findings
suggested the nature of inclusion to be underpinned by subjective and
dynamic processes. Such processes linked to the notions of familiarity,
application and adaptation that are used by the individual to facilitate aspects
of their inclusion in dynamic and creative ways.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Leicester
Supervisors/Advisors
  • Wilkins, Chris , Supervisor, External person
Award date26 Jun 2017
Publication statusPublished - 26 Jun 2017

Fingerprint

inclusion
interpretation
deficit
profession
minority
paradigm
narrative
discourse
Teaching

Cite this

@phdthesis{ae27121532c14c38b43c11db2f7fbd85,
title = "The Outsider's Story",
abstract = "This thesis presents perspectives upon how inclusion is experienced from thepoint of view of the individual. It seeks to compliment contemporary discourseby interpreting the concept as a fundamental human activity. In this wayacting as a counterpoint to narrower interpretations which are oftencharacterised by a deficit discourse or exclusionary sentiment. The researchis therefore underpinned by an emancipatory drive aligned to elements ofcritical pedagogy. The implication of this for practice is the acknowledgementthat inclusion does not just apply to those children who stand out, who arelabelled in some way, not an obvious minority or indeed marginalised, but toall children in the institutional space. In this study the concept of the Outsideris used as a motif for what is both universal and subjective. Such a literarydevice recognises the important subjective factors that underpin theexistential nature of inclusion. The study views narrative and the storiespeople tell of their lives as a rich source of data. Ten individuals who are newto the teaching profession participated in the study and it is their stories thatform the basis of the subsequent interpretation and analysis. The researchwas aligned to an interpretative paradigm seeking ideographic insight. Thedata generated was analysed both textually and aurally through a carefuliterative and inductive process of analysis. The themes of the findingssuggested the nature of inclusion to be underpinned by subjective anddynamic processes. Such processes linked to the notions of familiarity,application and adaptation that are used by the individual to facilitate aspectsof their inclusion in dynamic and creative ways.",
author = "Kyffin Jones",
year = "2017",
month = "6",
day = "26",
language = "English",
school = "University of Leicester",

}

Jones, K 2017, 'The Outsider's Story', Doctor of Philosophy, University of Leicester.

The Outsider's Story. / Jones, Kyffin.

2017. 299 p.

Research output: Types of ThesisDoctoral ThesisResearch

TY - THES

T1 - The Outsider's Story

AU - Jones, Kyffin

PY - 2017/6/26

Y1 - 2017/6/26

N2 - This thesis presents perspectives upon how inclusion is experienced from thepoint of view of the individual. It seeks to compliment contemporary discourseby interpreting the concept as a fundamental human activity. In this wayacting as a counterpoint to narrower interpretations which are oftencharacterised by a deficit discourse or exclusionary sentiment. The researchis therefore underpinned by an emancipatory drive aligned to elements ofcritical pedagogy. The implication of this for practice is the acknowledgementthat inclusion does not just apply to those children who stand out, who arelabelled in some way, not an obvious minority or indeed marginalised, but toall children in the institutional space. In this study the concept of the Outsideris used as a motif for what is both universal and subjective. Such a literarydevice recognises the important subjective factors that underpin theexistential nature of inclusion. The study views narrative and the storiespeople tell of their lives as a rich source of data. Ten individuals who are newto the teaching profession participated in the study and it is their stories thatform the basis of the subsequent interpretation and analysis. The researchwas aligned to an interpretative paradigm seeking ideographic insight. Thedata generated was analysed both textually and aurally through a carefuliterative and inductive process of analysis. The themes of the findingssuggested the nature of inclusion to be underpinned by subjective anddynamic processes. Such processes linked to the notions of familiarity,application and adaptation that are used by the individual to facilitate aspectsof their inclusion in dynamic and creative ways.

AB - This thesis presents perspectives upon how inclusion is experienced from thepoint of view of the individual. It seeks to compliment contemporary discourseby interpreting the concept as a fundamental human activity. In this wayacting as a counterpoint to narrower interpretations which are oftencharacterised by a deficit discourse or exclusionary sentiment. The researchis therefore underpinned by an emancipatory drive aligned to elements ofcritical pedagogy. The implication of this for practice is the acknowledgementthat inclusion does not just apply to those children who stand out, who arelabelled in some way, not an obvious minority or indeed marginalised, but toall children in the institutional space. In this study the concept of the Outsideris used as a motif for what is both universal and subjective. Such a literarydevice recognises the important subjective factors that underpin theexistential nature of inclusion. The study views narrative and the storiespeople tell of their lives as a rich source of data. Ten individuals who are newto the teaching profession participated in the study and it is their stories thatform the basis of the subsequent interpretation and analysis. The researchwas aligned to an interpretative paradigm seeking ideographic insight. Thedata generated was analysed both textually and aurally through a carefuliterative and inductive process of analysis. The themes of the findingssuggested the nature of inclusion to be underpinned by subjective anddynamic processes. Such processes linked to the notions of familiarity,application and adaptation that are used by the individual to facilitate aspectsof their inclusion in dynamic and creative ways.

M3 - Doctoral Thesis

ER -