Children’s wonder-initiated phenomenological research: A rural primary school case study

Shelley Kinash, Michelle Hoffman

    Research output: Contribution to journalArticleResearchpeer-review

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    Abstract

    This article presents research into an award winning case study of
    pedagogical school renewal. The case is set in a small, rural primary
    school in Queensland, Australia. The ordinary approach of a staff
    member and student from the local university spending time at the
    school as Visiting Teachers became extraordinary when the adults
    listened to the wonder of the children about their own history, culture
    and context, and then trusted the children to plan, carry-out and
    creatively present phenomenological research. The thirty-two children
    worked in four groups of eight; each group had children from Prep or
    Year 1 working alongside children from Year 6 or 7, as well as the
    Years between. As well as case study description, this article lists the
    project outcomes and evidence, and poses principles of transformative
    schooling.
    Original languageEnglish
    Pages (from-to)1-14
    Number of pages14
    JournalStudies in Learning Evaluation Innovation and Development
    Volume6
    Issue number1
    Publication statusPublished - 2009

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