Abstract
This paper explores the utility of Foucauldian-informed thinking, methodology and analysis as part of educational and child psychology professional doctorate research. It is based on the experience of a researcher who undertook mixed-methods emancipatory and exploratory research with 14 children (11–15 years old) attending pupil referral units (PRUs) in one local authority setting. The researcher was interested in the label ‘behavioural, emotional and social difficulties’ (BESD),1 exclusions and PRUs and, importantly, how the characteristics and constructions of children attending PRUs were made possible through historical, social and political influences and practices.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
