Georgie Boorman
Biographic Data
| ID | 6154683 |
|---|---|
| NAME | Georgie Boorman |
| GIVEN NAMES | Georgie |
| FAMILY NAME | Boorman |
| SIGNATURE | BOORMAN G |
| AFFILIATIONS | University of Southampton |
| ORCID | 0009-0008-8405-5194 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Creating spaces to belong
While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and…
If they don't listen I shout, and when I shout they listen’
Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory r…
Creating spaces to belong
While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and…
If they don't listen I shout, and when I shout they listen’
Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory r…
Creating spaces to belong
While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and…
If they don't listen I shout, and when I shout they listen’
Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory r…
Children's Rights and Participation (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Mainstream (2 works) · Narrative (2 works) · Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Active listening (1 work) · Aesthetics (1 work)