The voices of students in relation to learning experiences:

Postgraduate Students.

Module Information Page

Module title:

Engaging with voices in inclusive settings

Module assessment title:

Design and carry out a small scale research project

which engages with voices, using at least three

different participative research tools to gather

data. In your report, you must discuss the issues

emerging from the data that you have gathered as well

as evaluating the tools you have used.

Submission date:

Wednesday 15th January 2014

Table of Contents

Literature Review

2.1. Introduction

2.2. Marginalisation

2.3. Student Voices

2.4 Student Voices in Higher Education (seminar, Claire’s

reading)

Methodology

3.1. Introduction

3.2. Design

3.3. Sample

3.4. Participatory Approach

3.5. Ethical Considerations

3.6. Preliminary Observations

3.7. Post it Notes

3.8. Cause and Effects

3.9. Body Mapping

Results

4.1. Introduction

4.2. Preliminary Observations

4.3. Data Analysis

4.4. Issues emerging from the data

Reflections

4.1. Introduction

4.2. Conclusions

Bibliography

5.0. References

5.1. Appendices

Preface

Chapter 1

Literature Review

1.0. Introduction

The literature review sought to identify and discuss

literature that has investigated marginalisation in education.

When discussing marginalisation within education there are key

questions which must be answered; what is marginalisation? How

can people become marginalised within education? What is

student voice and participation? Therefore the review is

divided into two sections. Section one defines

marginalisation, additionally it focuses upon why

marginalisation is a problem within education and how

university students can become marginalised. Furthermore

section one argues that focusing upon labels may result in

compounding marginalisation for those who already face

marginalisation. Section two defines student voices and

explores issues associated with student voices in higher

education. The research project focuses upon the voices of

postgraduate students, however some of the literature that has

been accessed relates to children, the author therefore

requests that the reader makes the assumption that when a

direct quote is made and the terminology states ‘children’ or

‘child’ that the author is in fact using the quote to discuss

postgraduate learning experiences.

1.1. Marginalisation

In the review of the literature the author identified that

there is not a simple method of providing an all-encompassing

definition of marginalisation. Marginalisation is described by

both the United Nations Educational Scientific, and Cultural

Organization (UNESCO) (2010) and Messiou (2012) as a complex

and problematic concept to define. The concept appears to be

difficult to define because there is little international

concession on who may be considered to be marginalised

(UNESCO, 2010). However through the review of the literature

the author was able to ascertain that marginalisation can

entail facing barriers to services including education and

opportunities within education (Messiou, 2012; Milbourne,

2002; Global Campaign for Education, 2012). In other words a

person or group of people may be considered to be marginalised

if they are facing barriers to participation.

Participation is synonymous with inclusion. The Global

Campaign for Education (GCE) express that “Inclusion is

ensuring that all students not only access education but also

participate and learn together effectively” (6:2012).

Furthermore Messiou advocates that:

The experience of inclusion to be akin to being inside a circle, and the experience of marginalisation as like the stateof being outside a circle(2012:17).

However when discussing her research Messiou (2012) argues

that one should not focus on particular groups that are

perceived to be marginalised as it can mean different things

in different contexts. In other words

When discussing her research Messiou advises that

marginalisation takes:

“…one of four forms: (i) when a child is experiencing some kindof marginalisation that is recognised almost by everybody, including himself/herself; (ii) when a child is feeling that he/she is experiencing marginalisation, whereas most of the others do not recognise this; (iii) when a child is found in what appears to be marginalised situations but does not feel it, or does not view it as marginalisation; and, finally, (iv) when a child is experiencing marginalisation but does not admitit”(2012:9)

In other words marginalisation…

When discussing her research Messiou (2012) advocates a need

to move away from focusing on groups perceived to be

vulnerable as marginalisation can have different meanings in

different contexts. In other words marginalisation needs to be

put into context. Therefore postgraduate students may not be

considered marginalised based upon education achievement but

may face marginalisation within an educational environment.

1.2. Student Voices

Seale (2010) argues that the understanding of student voice is

under developed in in higher education due to the definitions

and conceptualisations being underdeveloped.

In her critique of student voice definitions Seale (2010) is

forthright in stating that very few definitions of student

voice in further education involve the empowerment of

students, only a voice that expresses views.

Chapter 2

Methodology

3.1. Introduction

The research methods that will be utilised to carry out the

research project will be outlined within this chapter. The

chapter will identify the research questions that will guide

the project. Additionally the chapter will introduce the

participants and provide information as to how the data will

be collected and the tools that will be used to do this.

Finally ethical considerations identified by the researcher

will be discussed.

3.2. Design

The project utilised qualitative research methods, more

specifically the project adopted a participatory approach.

The participatory approach will be defined later in the

chapter. Qualitative research methods use “techniques [that]

rely…on language and the interpretation of its meaning, so

data collection methods tend to involve close human

involvement…” (Walliman, 2006:36). Furthermore qualitative

research can be considered to be concerned with seeing a

particular situation through the eyes of the participant

(Bryman, 2012; Macdonald, 2012). In short qualitative research

involves collecting data by looking at a situation through the

eyes of the participants and through the interpretation of

this data it has the potential to allow further understanding

of the research area.

A benefit of using qualitative research to carry out this

project is highlighted by Tracy who argues that, “…qualitative

research helps people to understand the world their society,

and it’s institutions” (2013:5). An additional positive

element of qualitative research is that the researcher is able

to expand upon understandings of human behaviours (MacDonald,

2012). Therefore it could be argued that utilising qualitative

research methods to carry out the project had the potential to

develop a better understanding of the learning experiences of

postgraduate students within the institution that they are

studying at. However caution should be applied as Bryman

(2008) identifies that there can be problems with

generalisation, in the sense that the data gathered is not

representative of the whole population. In other words the

data collected is only be representative of the learning

experiences of the postgraduate students that agreed to take

part and is not representative of the whole population.

Research Questions

The research project was guided by three central research

questions:

To explore postgraduate student learning experiences at

university.

To explore postgraduate students opinions of lectures.

To explore any themes, similarities and differences in

student learning experiences.

Aims

The research project worked to three aims. The central aim of

the study was to engage with marginalised voices, specifically

postgraduate students. It was hoped that by engaging with

marginalised voices ways in which participation can be

improved would be identified. Finally the author hoped that

the project would identify ways in which the learning

experience for postgraduate students could be improved through

listening to marginalised voices.

Data Collection

The data collection entailed the use of three participatory

research methods, all of which will be introduced further

along in the methodology. The project was carried out in

pairs. It was originally planned that the author of the report

and his research partner would collect data in one visit to

either a lecture, seminar or workshop. However due to both

researchers being new to research additional times was

allocated to allow for further visits. Despite initial

concerns that the data collection may entail a follow up

visit, the process only needed one visit. It was

envisaged/planned by the researchers that the data collection

visit would be conducted in a similar manner to a focus group.

The purpose of collecting the data in this manner was to

empower the participants into discussing the issues that

matter the most to them. Additionally it was hoped that it

would allow the participants to be able to reflect deeply

about the issues that they wished to discuss.

3.3. Sample

The researchers decided that they wished to carry out the

research with postgraduate students, in order to further

understand their learning experience. A criteria for

participants to meet was not set as such, the only requirement

was for the students to be studying a postgraduate course at

the institution in which the research was being carried out.

The purpose of not having a strict criteria was to minimise

the potential for marginalisation of participants and

potential participants.

To develop the sample group of participants to participate in

the study, the researchers contacted the University and

requested that they suggest a lecturer who may be willing to

allow the researchers to attend a lecture, seminar or workshop

to carry out the research. After a group had been identified

by the University and contact had been made by my research

partner, the lecturer informed students studying towards a

particular module about the study. Participation in the study

was on a voluntary basis, therefor it was made clear to the

potential participants that they did not have to take part in

the study if they chose not to. Additionally all of the

participants were advised that they would be free to withdraw

from the study at any time and any data collected would not be

used. Each student that was approached to take part, agreed to

participate. All of the participants were postgraduate

students studying towards a Masters Degree in the field of

Education at a University in the North of England. In total

twelve students took part in the study, eleven of those twelve

were international students and one student was a home

student. The home student is an employee of the department in

which the research was carried out.

3.4. Participatory Approach

As stated earlier in the methodology the research project

utilised a participatory approach. Participatory research is

defined by Hockley et al as;

…a relatively new method of researching practice…it differs from other methodologies in that there is an expectation of action within the research process. The values that underpin participatory are collaboration, empowerment, and reflection. (abstract; 2013)

In other words participatory research involves working with

the participants to carry out the research. Rather than

working independently of the participants the researcher

empowers the participants to hear what they have to say about

the areas that matter the most to them, in essence the

participants guide the research.

A positive of using participatory research methods is outlined

by (insert) who states that….However (insert) argues that…

3.5. Ethical Considerations

Whilst designing and carrying out the project the upmost

priority of the researcher was the safety of all participants

and non-participants that the project may impact upon. However

the researchers did not expect any of the participants to be

at risk or harm during or following the project. To ensure the

safety of all participants the project was carried out in an

ethical manner. Ethical standards are defined by the Oxford

Online dictionary as “avoiding activities or organizations

that do harm to people or the environment” (n.d.). In other

words to be considered ethical, the project must be carried

out in a manner that avoids causing harm to the participants

and non-participants.

To ensure the safety and wellbeing of all those involved in

the project and those who may be impacted upon as a result of

the project the researchers put in place preventative steps.

The main concern was that the project had the potential to

impact upon the relationship between the participants and the

department in which the research was being carried out, more

specifically the lecturer delivering the module. Due to the

nature of the research it could be suggested that lecturers

may not be pleased if participants are highly critical of the

module that they teach. Additionally the researchers were

mindful of the potential impact that the data collected may

have upon the professional status of the lecturer. Therefore

the participants were asked not to mention specific lecturers

or modules when providing feedback and the researchers would

do the same when writing the report.

Another method applied to protect participants was the

confirmation of informed consent. Informed consent is

identified by Bryman as:

A key principle in social research ethics. It implies that prospective research participants should be given as much information as might be needed to make an informed decision about whether or not they wish to participate in the study. (2012:712)

To put this another way informed consent is the process in

which participants are provided with information about a study

so that they can decided as to whether they wish to take part.

Each participant was provided with details as to the purpose

of the study, aims of the study and the methodology.

Furthermore each participant was advised that their anonymity

would be maintained during and after the project. Methods of

contacting both researchers were also provided, should the

participants have any questions. As stated earlier in the

report each participant was advised that they were free to

pull out of the study at any time without any repercussions.

Although the participants were not expected to be at risk of

harm, the researchers advised all participants of any

potential harm that they may be at risk of as a result of the

project.

Finally the researchers ensured that the project adhered to

the British Educational Research Association, Ethical

Guidelines for Educational Research (BERA, 2011). The author

is aware that it is customary to state that the project

adhered to the code of ethics that applies to institute in

which the project was carried out. The project did adhere to

this code of ethics, however in order to project the anonymity

of the participants the author has decided not to reference

the code of ethics.

3.6. Preliminary Observations

3.7. Post-it Notes

The first participatory research tool that was used was an

activity involving ‘post-it’ notes. To complete the activity

participants were issued with two post-it notes. On the first

post it note participants were asked to identify two positive

learning experiences that they have had whilst studying at the

institution. On the second post-it note the participants were

asked to detail two negative learning experiences that they

have had whilst studying at the institution. The purpose of

the activity was to allow the participants to gather their

thoughts and be gradually introduced into the study.

Additionally the purpose of participatory research is to allow

the participants to guide the research and discuss the areas

that mean the most to them (Hockley, 2013). Therefore the

researchers hoped that the post-it note activity would allow

the participants to identify what they would like to discuss

as part of the study.

The first participatory research tool that will be used will

be an activity involving the use of ‘post-it’ notes. To

complete the activity participants will be issued with two

post-it notes. On the first post-it note the participants will

be asked to identify two positive learning experiences that

they have had whilst studying at the setting that the research

is taking place within. On the second post-it note the

participants will be asked to identify two negative learning

experiences that they have had whilst studying at the setting

that the research is taking place within. It is hoped that the

post-it notes will allow the participants to gather their

thoughts and be gradually introduced into the study.

Furthermore earlier in the methodology the researcher

identified that participatory research is fundamentally about

the researcher working with the participants to look at the

areas that matter the most to them. Therefore the purpose of

the post-it note activity is for the participants to identify

what matters to them when considering learning experiences.

3.8. Cause and Effects Diagram

The second participatory tool utilised to gather data was a

cause and effects diagram. To complete the activity the

participants were asked to transfer their negative learning

experiences from the post-it note activity onto the top four

prongs of the cause and effect diagram. The participants were

then asked to detail how the experiences identified impact

upon their learning experience within the institution. The

purpose of asking the participants to complete a cause and

effects diagram was to provide the participants and the

researchers with the opportunity to explore further how the

initial learning experiences effected the participants.

3.9. Body Mapping

The third participatory research tool utilised by the

researchers was the creation of a body map. To complete the

body map exercise the participants were first asked to list

five improvements that could be made to enhance their learning

experience within the institution on a sheet of A4 paper. The

participants were then asked to draw a body on the sheet of

paper and indicate how the potential changes may impact upon

the way that they feel. The purpose of the body mapping

exercise was to explore how any potential improvements to the

overall learning experience may make the participants feel.

3.10. Summary of the tools

Chapter 3

Results

4.1. Introduction

Chapter three will commence with a discussion about the

preliminary observations made by the author. The chapter will

then move on to analyse the data that has been collected. Each

of the participatory research methods was analysed in order of

usage and the data gathered is displayed within the report in

this same manner. The data is explored using three themes;

academic language and the language barrier, teaching style and

finally motivation. Although it has been stated that the date

has been analysed in order, it has not been analysed in

isolation, where necessary crossover analysis between the

research methods has been made.

4.2. Preliminary Observations

The preliminary observations will begin with a description of

the lecture theatre and the participants. It will then move

onto discuss how the participatory research methods were

received by the participants. The lecture theatre in which the

research took place was a single level ‘classroom’ style

lecture theatre. The lecture was modern in design, however it

contained little natural light, the majority of lighting came

from artificial lighting. The seats were organised in rows,

with the students spread across each row of the lecture

theatre. However a concentration of students sat towards the

front, gradually thinning towards the back of the room.

All of the students were female bar one male student. Initial

observations appeared to show that students sat within groups

of native language speakers or a common shared language.

Whilst in dialogue the students drifted between a foreign

language and English. The initial thoughts of the author

regarding the different languages being used in the group were

that being used is that they may have the potential to act as

a barrier to participation and potentially compound

marginalisation with the group. The reasons for these initial

thoughts were that it appeared that those students who did not

share a language with other students were sat back and seemed

to be making an attempt to understand what was being said.

However it must be stressed that even if all of the students

spoke the same language it would not guarantee dialogue as

there are numerous factors which can be detrimental of and

have the capability of facilitating communication.

The final preliminary observation made by the author upon

entry to the lecture theatre was the noise level. There

appeared to be an unrecognisable level of silence compared to

the author’s experiences of undergraduate lecture theatres.

The noise level remained at a constant low throughout the

session even when the group were completing the activities. At

times the level of silence emitted from the group made the

session feel somewhat uncomfortable.

4.3. Data Analysis

Whilst exploring the voices of students in relation to the

learning experiences of postgraduate students, the main themes

were identified by the researchers. Those three themes were;

academic language and the language barrier, teaching style and

motivation. The data collected suggests that these themes

have the potential to create marginalisation and if combatted

that may help to support participation and inclusion.

Academic Language and the Language Barrier

The theme identified in regards to academic language and the

language barrier came as a result of the post-it note

activity. Earlier in the report it was identified that the

participants were asked to write on post-it notes, the

positives and negatives in relation to their learning

experiences within the department that they study. The first

set of results that will be presented are the positives.

At first glance the data does not appear to show any

correlations between the positive learning experiences

identified by the participants. Each participant appears to

identify a unique positive learning experience. Although when

you take a closer look (insert number) participants express

that group activities are a positive learning experience

within the institution. For example participant number two

(appendix insert number) states “group discussion during the

session” as a positive learning experience. Also participant

number four states that “heated discuss about educational

issues”. Additionally participant number five identifies

“activities” (appendix insert number) furthermore, participant

number nine stated group related activities for both

positives, “opportunity for group discussion to share ideas

with other students, interactive activities” (appendix insert

number). Finally participant number eleven simply identifies

“group discussions” as a positive learning experience.

Therefore it could be suggested that the participants

mentioned are expressing a feeling of being included and that

the lecturers are providing an opportunity for student voice

through group activities. Alternatively, it could be looked at

in another way, the lecturer maybe providing an opportunity

for students to participate in group activities it does not

necessarily mean that a platform for student voice is being

provided. The students may not be talking fully about the

issues that hold the greatest level of importance to them. The

group discussions and activities maybe entirely lecturer led.

Another point to consider is that if a number of students are

identifying group discussions as a positive learning

experience this does not match with the author’s initial

observations of a potential language barrier within the group.

However it must be noted that the author did not view a group

discussion taking place, so would not be able to comment of

the level of success with regards to whole group

participation.

A second theme that the author was able to identify from the

positive learning experience post-it notes exercise relates to

teaching resources, teaching style will be covered in the next

section as stated earlier in the report. The participants that

did however identify teaching resources did not identify

similar items. Participant number five identified “using

Powerpoint” whereas participant number seven states that “most

of the modules have interesting content and there is

sufficient amount of books in the library and sufficient

amount of articles that we have access”. Participant number

eight takes a much simpler approach to expressing feelings

about the teaching resources “have a new information”. Once

again in a similar vein to the previous paragraph it can be

suggested that the positive learning experiences identified by

these three participants are juxtapose to the language barrier

statement identified previously by the author. Furthermore it

could be suggested that the teaching resources are arguably

making these three participants feel less marginalised.

The report will now seek to explore the negative learning

experiences that were identified by the participants in an

attempt to find a theme. The concurrent negative experience

identified by the participants was the language barrier,

however this was not identified by each of the participants.

The first participants to identify an issue with language was

participant number four, who stated that “sometimes it’s hard

to understand especially the professional words”. Although the

participant is identifying issues relating to the language

barrier, it can be argued that even native English speakers

sometimes struggle to understand professional words and

phrases used by lecturers. Another participant who expressed

languages as being a problem was participant number 6, “As an

international student, I was nervous to speak I listened other

talked each other – British accent – sometimes, still found

it’s hard to understand several words”. Rather than expressing

a difficulty in understanding what lecturers are saying,

participant number six, expresses a language barrier that

relates to discussion with the group, which is juxtapose to

the positives identified by other students. Another way of

looking at this is that a student who is particularly

marginalised has been identified. Arguably the student is

facing marginalisation due to not feeling confident enough to

participate in group discussions and struggling to understand

the British accent.

A further example of marginalisation based upon the language

barrier appears to have been identified by participant number

seven who states that “In some lectures where the majority of

pupils are British, international students face difficulty in

following the process”. Although the statement by participant

number seven shows a degree of generalisation, in the way that

it states the ‘majority of pupils’ it does identify another

layer of marginalisation experienced by international

students. The additional layer of marginalisation is that this

particular student expresses thoughts of isolation when taking

part in sessions that are dominated by British students. It

could be suggested that students whom are lacking confidence

in their abilities may shy away in sessions when surrounded by

more confident English speaking students. However it must be

noted that the author of the report carried out the research

in a session that had only one British student. Therefore

further comment cannot take place on this particular issue.

However another point raised by participant number seven can

be explored. The point raised was that the language barrier

sometimes leads to international students not being able to

follow the session fully “Some lectures were being taught in

such way that students (including me and other students that

I’ve asked) couldn’t understand what it was about and what

they had to do”. Although similar to the first negative

learning experience, in the sense that there is a degree of

generalisation, the second point raises important issues. The

first issue being that this particular student may be

experiencing marginalisation due to not fully understanding

what the lecture is about. The second issue is that the

student is unaware of what they should be doing due to a

language barrier. Despite the potential for a strong argument

being able to be presented to suggest that marginalisation is

impacting upon the potential achievement of this student it

could in fact be argued that this is not just a problem faced

by international students. For fear of making a generalised

statement the author feels it important to note that all

students at some point regardless of nationality will

experience lectures in which they are unsure what it is about.

Furthermore the author suggests that all students may have

additionally struggled at some point with not understanding

fully as to what they have to do on an assignment or project.

It was not just participants (insert number) that expressed

issues that related to the language barrier, participant eight

stated that “some time I have misunderstanding because English

my second language”. Unfortunately participant number eight

did not express specifically how the ‘misunderstanding’

impacts upon the learning experience. However the author makes

the assertion that the participant is referring to the

understanding of taught lectures due to the way in which the

sentence is structured. Therefore it could be argued that the

participant being unable to fully understand the lecture has

the potential to create marginalisation. This is because the

participant may begin to feel isolated from the group and the

session.

In conclusion the data gathered from the participants has

displayed a degree of marginalisation based upon the language

barrier. However a number of participants did express that

group activities were a facilitator for positive learning

experiences, therefore it could be argued that this could be

used to foster participation and inclusion and help to break

down the language barrier.

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Teaching and learning

The theme identified in relation to teaching style became

apparent as a result of the data collected from the spider

diagram exercise. Earlier in the report it was identified at

the participants were asked to transfer negative learning

experiences from their post-it notes onto the upper prongs of

the spider diagram. The participants were then asked to

describe how these negative learning experiences effect their

educational experience within the institute that they are

studying at.

It must be noted that a number of the participants raised the

issue once again regarding the language barrier, however the

report will not entirely focus on this. The report will

investigate how the language barrier has impacted upon the

understanding of teaching and how teaching can create

marginalisation and foster inclusion.

The first issue that participant number four detailed on the

spider diagram activity was “being an international student”,

the participant expressed that this “[makes] hard to

understand and use the language properly”. The points

expressed by the participant further compound the potential

for marginalisation that is created by the language barrier.

Additionally the participant detailed “lack of

foundamental/further knowledge” as a negative learning

experience, the effect of this according to the participant is

that he/she “miss out some of the point or need more effert on

the fundamental knowledge”. Based upon what the participant

has presented here it could be conceived that a perceived lack

of knowledge in the subject area is acting as a facilitator

for marginalisation. Finally in the modern era it can be

argued that technology is fundamental in university study;

therefore it could be suggested that if a student is unable to

access the relevant technology or is not fully competent in

using technology they may be marginalised from education.

Participant four expresses that an effect of a negative

learning experiences is, “have no idea about how to use some

of the software.…”. It can be suggested that the participant

is facing marginalisation due to not fully understanding how

to use the software that needs to be used to complete the

qualification. A potential impact of not being able to use the

software is missing out on valuable resources and support.

Participant number seven provided extremely detailed data on

the spider diagram exercise. One of the negative learning

experiences that the participant identified was that he/she

“Don’t understand the content”. The participant expressed that

the effect this has on learning as, “I was very confused

nervous and anxious about what I have to do”. Furthermore the

participant expressed that he/she finds it difficult to carry

out group work (appendix insert number), the effect of this

expressed by the participants was that “I do not express my

opinions and views easily”. It could be argued that the

negative learning experiences for this participant are having

an isolating effect on participation.

Unlike participant number seven, participant number eleven

presented data that is undetailed. Despite the data being

brief in nature this does not detract from it’s importance, as

the data identifies clear effects. The participants identified

negative learning experiences as, “boredom…poor communication…

environment or atmosphere is bad…poor level of understanding”.

The effects of these were expressed as; “lack of

attentiveness…I get frustrated…lack of concentration…due to

the lecturer been boring and not talking properly”. It may be

conceived that the participant making a personal attack on a

lecturer as being unprofessional to a certain degree. However

when coupled with the other data, it can be suggested that the

comments are not malicious but born of frustration due to the

session not meeting the needs of the participant.

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Motivation

The theme identified in relation to motivation became apparent

as a result of the data collected from the body image

exercise. Earlier in the report it was noted that the

participants were asked to list five improvements that may

improve their learning experiences within the department they

were then asked to display on the body map how this may make

them feel.

4.4. Issues emerging from the data

Unfortunately not all of the participants were able to

complete the final activity in the method in which it was

intended. The following participants were however able to

express how the five improvements would make them feel,

participant seven, participant eight, participant nine and

participant eleven. Therefore the report will focus upon these

participants. It must be stressed that the decision to focus

on these four participants does not detract from the

importance of the other data, however due to the restrictions

of the word count it is not possible to discuss in depth each

piece of data.

Earlier in the report it was noted that the body image

exercise would be linked to motivation. (insert) argues that

motivation can be linked to Maslow’s hierarchy of needs.

Participant number seven expressed that if she had received

more support with her dissertation she would have felt less

worried and that if the modules were more ‘appropriate’ she

would feel more welcome and in a position to express her

opinion. It could be suggested that it the institution were

able to meet the needs of this student she would stand a

better chance of achieving self-actualisation.

Participant number eight expressed that the process of

improving her English would make her happy (appendix insert

number). In his discussion of how self-esteem and motivation

impacts upon a person’s ability to learn states that “insert

quote”. Based upon (inserts) sentiments it could be suggested

that the process of becoming happier would increase the

participant’s motivation to succeed and achieve. Furthermore

it could be argued that a better grasp of the English language

may assist in helping the participant feel less marginalised.

Unfortunately it was not indicated by the participant as to

how she intended to improve her grasp of the English language.

Participant number nine took a slightly different approach to

the activity compared to participants seven and eight, she

opted to express how the combined changes would make her feel,

rather than assessing each individual point. The participant

indicates that the implementation of the improvements would

results in a thumbs up. The reader at this stage may be

confused as to why ‘thumbs up’ is being classed as a feeling

and not an action. However when consider in partnership with

the image drawn by the participant it can be conceived that

the participant is eluding to happiness. The improvements

identified by participant number nine relate to items that

have the potential to increase participation and reduce the

level of marginalisation. When discussing the feedback

provided by the participant it would be wise to consider

Maslow’s hierarchy of needs. Maslow expresses that to achieve

self-actualisation a person must be able to fulfil the

following, “insert quote”.

Chapter 4

Reflections

5.1. Introduction

Chapter four will seek to reflect upon the research project

that has been carried out. It will reflect upon how the

project was carried out and will identify any potential areas

for improvement. Additionally it will reflect upon the

analysed data and discuss how this may have answered the

research questions and the aims of the project.

5.2. Conclusions