Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark

Christian Quvang

doi:10.1007/978-3-030-48845-1

Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark

Christian Quvang

Forskning

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

Abstract

Educational exclusion and inclusion generate additional insights when they are theorised as different kinds of relationships. This chapter explores such relationships from neurological, psychological, anthropological and communicative perspectives, focusing respectively on synapse connections, object relations, artefacts and language. The rationale for this exploration is to identify the specific understandings of exclusion and inclusion afforded by these particular constructions of relationships.

This identification is illustrated by selected excerpts from an extended narrative by Nanna, a Danish woman with special educational needs. Nanna’s experiences of educational fringe dwelling are analysed through the four relationship lenses highlighted above. In doing so, the chapter demonstrates the empowering potential of narrative as a research method that can contribute directly to building resilience and enhancing equity in educational settings.

Original language	English
Title of host publication	Researching Within the Educational Margins : strategies for Communicating and Articulating Voices
Editors	Deborah L. Mulligan, Patrick Alan Danaher
Number of pages	16
Publisher	Palgrave Macmillan
Publication date	2020
Pages	111-126
Chapter	7
ISBN (Print)	9783030488444
ISBN (Electronic)	9783030488451
DOIs	https://doi.org/10.1007/978-3-030-48845-1
Publication status	Published - 2020

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title = "Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark",

abstract = "Educational exclusion and inclusion generate additional insights when they are theorised as different kinds of relationships. This chapter explores such relationships from neurological, psychological, anthropological and communicative perspectives, focusing respectively on synapse connections, object relations, artefacts and language. The rationale for this exploration is to identify the specific understandings of exclusion and inclusion afforded by these particular constructions of relationships. This identification is illustrated by selected excerpts from an extended narrative by Nanna, a Danish woman with special educational needs. Nanna{\textquoteright}s experiences of educational fringe dwelling are analysed through the four relationship lenses highlighted above. In doing so, the chapter demonstrates the empowering potential of narrative as a research method that can contribute directly to building resilience and enhancing equity in educational settings.",

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Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark. / Quvang, Christian.
Researching Within the Educational Margins: strategies for Communicating and Articulating Voices. ed. / Deborah L. Mulligan; Patrick Alan Danaher. Palgrave Macmillan, 2020. p. 111-126.

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

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AB - Educational exclusion and inclusion generate additional insights when they are theorised as different kinds of relationships. This chapter explores such relationships from neurological, psychological, anthropological and communicative perspectives, focusing respectively on synapse connections, object relations, artefacts and language. The rationale for this exploration is to identify the specific understandings of exclusion and inclusion afforded by these particular constructions of relationships. This identification is illustrated by selected excerpts from an extended narrative by Nanna, a Danish woman with special educational needs. Nanna’s experiences of educational fringe dwelling are analysed through the four relationship lenses highlighted above. In doing so, the chapter demonstrates the empowering potential of narrative as a research method that can contribute directly to building resilience and enhancing equity in educational settings.

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Adult Narrated Perspectives on Childhood Marginalisation in Everyday School Life in Denmark

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