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1
Kelly, Christine. "Criminalisation of children in Scotland 1840-1910". Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3601/.
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This thesis draws on a wide range of primary sources in order to explore the criminalisation of children in nineteenth century Scotland. The analysis is set in the context of far-reaching changes in the administration of criminal justice including the expansion of urban policing, alterations in criminal procedure and legislative developments. Against this background the thesis examines the impact of pragmatic, religiously inspired philanthropy on reform of juvenile justice in Scotland and argues that Scottish reformers in the 1840s and 1850s achieved a remarkable degree of success in setting up a unique pre-statutory national experiment to deal with juvenile offenders. This innovative diversionary system was based upon the concept of the day industrial school, first set up by Sheriff William Watson in Aberdeen in the early 1840s. A genuine welfare initiative, the day industrial school was preventive in approach, aimed at rescuing vagrant, destitute children and juvenile offenders from a life of crime. Instead of being sent to prison children were sent by the courts to the schools where they received education, food and training in a trade. This system provided a model which was emulated in the reform of juvenile justice throughout the UK and was also of international influence. However, one of the key contentions of this thesis is that from 1854 onwards the pre-statutory Scottish system underwent a process of transformation as it adapted to changes associated with the advent of a statutory UK framework governing certified industrial and reformatory schools. Pressures for uniformity, in the shape of centralising influences and standardising UK wide legislation, combined to subvert the humane ethos of the Scottish pre-statutory system. To the dismay of the original advocates of reform in Scotland the statutory system evolved in a way that they had not anticipated: by the closing decades of the nineteenth century diversionary systems for young offenders had developed into a mechanism for channelling large numbers of children into prolonged detention in residential industrial and reformatory schools, establishments which were penal in character. This entailed criminalisation of children on an immense scale, impacting in a particularly dramatic way on Scottish children. However, despite the enormous gulf between the benign aspirations and high idealism of the early Scottish reformers and the eventual dismal outcome in practice, there was evidence of an abiding current of humanitarianism still flowing through the Scottish system. This left its mark on the Scottish approach which continued, in some respects, to reflect the humanitarian legacy.
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Hazel, Neal. "'A helping hand?' : young people's perceptions of adults' use of physical force in disciplinary relationships with children". Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22861.
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Physical discipline of children is currently a subject of major debate within and beyond the UK. Mainly in relation to children's disciplinary relationships with teachers and parents, this topic is repeatedly the subject of high profile parliamentary and media debates, campaigns, legal cases and international political pressure. However, the perceptions of those in the social position to receive such physical discipline have rarely been included in the legal and political debates or in research studies. When young people's views have been sought it has been on issues and in terms determined by adults. This thesis specifically aims to address this gap in the research literature and to inform the debates on physical discipline by highlighting the issues of particular importance to young people. This is in line with recent legal, political and scientific shifts towards valuing the voices of children on all matters affecting them. Adopting a broadly interpretivist methodological approach, and drawing on the new 'sociology of childhood' paradigm, the study is grounded in the young people's own perceptions. It elicits their views at an abstract level and examines perceptions thematically in relation to their underlying frameworks of reference. The fieldwork involved focused interviews and focus groups with 227 participants aged 11-12 and 14-16 years from schools in central Scotland. In addition, the adult debates and interviews with 25 carers are analysed to further illuminate distinctive features of the young people's perceptions. Themes emanating from the young participants are organised into three dominant areas: purposes and immediate effectiveness of acts of physical force; concerns and contingencies surrounding acts of physical force; and relationships, rights and power. Young participants perceived the use of physical force as legitimate for certain disciplinary purposes. These are grouped in four main categories: to communicate with the child; to teach appropriate behaviour for the future; to restrain or remove the child; and to enforce overall adult control in specific situations. The term 'punishment' was associated by young participants solely with retribution, which they rejected as an illegitimate purpose for physical force. The widely perceived immediate effectiveness of physical discipline was seen as dependent upon the influence of certain contextual conditions, such as the child's personality and peer influence. Perceived effectiveness did not imply support for physical discipline. There was a strong theme of unease with its use but a lack of confidence in finding any alternatives. Contextual concerns about the application and short term negative effects of physical discipline are analysed as containing six dominant themes: whether the acts fulfilled legitimate purposes; avoidance of pain or injury; the extent of adult control of actions; the degree of embarrassment and humiliation; the precise bodily target of force; and the appropriate age of the child. The study found that these reservations led to participants introducing relatively fixed contingencies that physical discipline would have to meet in order for it to be considered acceptable. It is noted that the terms child abuse and violence were reserved by young participants for acts with specific characteristics which mark them as particularly unacceptable. Child abuse referred to acts without a legitimate purpose which focused on the needs of the adult rather than the child. Violence referred to acts in which the adult does not observe an appropriate limit to the force. Concerns about the longer term implications of physical discipline are identified as focused on the risks of: these fixed contingencies being broken by the adult; lasting physical or psychological damage; damage to the disciplinary relationship; and the child copying the behaviour inappropriately. Conversely, it is found that there was a subsidiary theme of concern that children not receiving physical discipline would grow up spoilt and wild with negative implications for wider society. The rights of adults to physically discipline children were assessed by young participants according to perceptions about the particular relationship and the constituents' social roles. Parental rights were presented by participants as exceptional because of a parents responsibility for a child's moral development and peculiar intimacy with a child. Parental delegation of rights to other adults, including teachers, was rejected by young participants because these relationships lack this intimacy. However, the study reveals a theme of resilient frustration at the 'unfairness' of one-sided rights surrounding all physical discipline. Moreover, it is found that young participants analysed acts of physical discipline as manifestations of a power imbalance in the adult-child relationship. Although young participants noted that adults can take advantage of their position, they also presented children as active agents who find strategies to challenge this power imbalance. A substantial body of opinion considered that the risks outweighed the rights of adults and necessitated a legal ban on all physical discipline, although participants were concerned with practical problems which might be caused by a gap between legal and attitudinal change in society. Overall, the study identifies two dominant discourses underlying young participants' perceptions of physical discipline: developmentalism, which portrays childhood as a natural progression towards competency; and rights, which stresses the fixed entitlements and responsibilities for active agents and social actors irrespective of competency. These two discourses are accommodated in the young participants' model of a dynamic power balance between active social actors in the disciplinary relationship. The perceptions of young people presented in this study form a competent and sophisticated interpretation and critique of adults' use of physical discipline. Moreover, the study identifies substantial differences between the young participants' perceptions and the views expressed by the carers interviewed and actors in the wider legal, political and research debates. These differences highlight peculiar features in young people's perceptions. For example, young participants stressed the purpose of physical discipline for moral development, whereas both carers and the adult debates have focused on social development and obedience to adult authority. The contingencies which young participants placed on disciplinary acts were less flexible than carers' across different situations. Young participants' rejection of parental rights to delegate disciplinary rights was not shared by carers or featured in the adult debates. Carers did not share young participants' concerns with the imbalance of rights and power in disciplinary relationships with physical force. The study concludes by underlining the implications for policy, practice and research on physical discipline that are presented by the distinct perspectives of young people.
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Robinson, Anna Christina Mary. "'Children in good order' : a study of constructions of child protection in the work of the Royal Scottish Society for the Prevention of Cruelty to Children, in the West of Scotland, 1960-1989". Thesis, University of Stirling, 2002. http://hdl.handle.net/1893/3506.
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How did the Royal Scottish Society for the Prevention of Cruelty to Children protect children in post war Glasgow? The analysis in this study of the 'construction' of child protection is centred upon three questions relating to the practice of the RSSPCC: What forms did intervention take? Who was the focus of practice? How and why did practice change during the 30 year period, 1960-1990, of this study? The period 1960-1990 witnessed rapid political, economic and social changes which contributed to the recognition by the state of social problems which affected families. The RSSPCC (founded in 1884) was established by the beginning of the twentieth century as the principal arm of the state in the investigation and prosecution of child abuse and neglect throughout Scotland. The Society sustained this key role up to the middle of the 1970s and then lost it completely in 1992. This study is not a history of the RSSPCC. However an historical perspective was adopted to further understanding of the organisation's role in Scottish society and in the lives of families whose standards of parenting were causing concern. The sources of that concern were found often within the family. Many mothers (less often fathers) sought assistance from the RSSPCC only to find themselves subjects of intense scrutiny and intervention. The analysis and conclusions of this study are derived from: the RSSPCC case records of intervention in the lives of 1,500 families, the records of 120 prosecutions of parents for cruelty and or neglect, a selection of Annual Reports from 1889 to 1993, and interviews with 51 RSSPCC staff. A theoretical framework which brought historical sociology, post structuralist models of power and feminism together with the concept of 'Adocentrism' (the unswerving allegiance to adult values) was developed to illuminate the puzzles, paradoxes and complexities of the changing constructions of child protection. This study concludes that the 'construction' of child protection developed and changed in response to a number of factors. However, the power to define and negotiate the subjects and boundaries of intervention was invariably retained by the professionals and furthermore the focus of that intervention was predominantly with and between adults.
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Macdonald, Helen Jane. "Children under the care of the Scottish Poor Law, 1880-1929". Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312614.
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Kuriachan, Deepa. "Quality of life experiences of parents of children with autism in Scotland". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31260.
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The purpose of this study was to enter the world of the parents living with a child with autism, wondering what quality of life means for them and whether their engagement with social work services makes any difference to their quality of lives. Understanding the quality of life experiences of the parents of children with autism is relevant for policy making and social work practice. Based in a Scottish context, the objectives for this research were as follows: To explore the parent carers' description of the term quality of life To describe the parent carers' views on their quality of life in the context of the services provided by social services within (departments of) local authorities. To understand the systems, processes and procedures put in place by the local authorities to support parent carers To explore the scope for changes, if any, in the present social work approach in order to enhance the quality of life of parent carers. The study adopted a grounded theory methodology informed by a symbolic interactionist theoretical framework. Data were gathered from three study local authorities in Scotland. The participants include an almost equal number of male and female parents (total parent participants = 23); and social workers and operational managers from three study local authorities (total number of social workers =12, total number of operational managers =3). This study utilised focus groups and semi structured interviews to gather data. Using the constant comparison method, three main categories emerged; namely 'new normal', 'on-going burden' and 'limited help' which contextualised the quality of life experiences of parent participants in the study. Oppression emerged as the overarching theory. Drawing on the parental perspectives on quality of life distilled in this study, the implications for further research, professional practice and education are explored.
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Veitch, William. "Ideology and hearings system operations : the perceptions of five participating groups". Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/21842.
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Recent research related to the children's hearings system - Scotland's juvenile 'justice system - is limited. This study is an attempt to address this empirical deficiency. It examines the perceptions of members of five participating groups (guidance teachers, social workers, police officers, panel members and reporters) on the structure and practices of the hearings system in three regions of Scotland. The research involved 389 respondents in a questionnaire survey, followed by 45 semi-structured interviews with a selected sub-sample. The study incorporated three research issues. Firstly, the groups' ideological perspectives on juvenile justice and their potential influence on attitudes towards the hearings system, secondly, the groups members' observations on present hearings system operations and thirdly the participants' convictions concerning future practice and structure. The general conclusions drawn from the investigation indicate that support across the five groups exists for the continuation of a welfare based juvenile justice system in Scotland but that differences between groups emerge on the matter of the organisation of that system. Majorities in the police officer, guidance teacher and social worker samples were ideologically opposed to lay decision-makers in juvenile justice and most interviewees from these groups expressed reservations concerning the continuation, in its present form, of the lay panel as the decision making body in the hearings system. Most panel members and reporters in contrast however, and again in accordance with their ideological stances, continued to support the dominant role of lay people in the decision-making process within hearings. The research conclusions further suggest the existence of a process of ideological modification on the part of group members when translating theoretical concepts into practical settings. This process, identified as situated accounts, in some instances permitted participants to acknowledge and work with aspects and practices within the hearings system which contradicted their underlying ideological beliefs.
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Muir, Leanne. "An assessment of children's decision-making competence and consideration of the subsequent implications for the Children (Scotland) Act 1995". Thesis, Glasgow Caledonian University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289507.
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McDonald, Sarah Hinda. "To investigate infant feeding in children born with a cleft in the west of Scotland". Connect to e-thesis, 2008. http://theses.gla.ac.uk/188/.
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Thesis (MSc(R)) - University of Glasgow, 2008.MSc(R) submitted to the University of Glasgow Faculty of Medicine, Glasgow Dental School, 2008. Includes bibliographical references. Print version also available.
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Mannion, Gregory B. "Children's participation in changing school grounds and public play areas in Scotland". Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/88.
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The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
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Gunning, Melanie Dawn. "A grounded theory exploration of social workers' permanency planning for looked after children in Scotland". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22879.
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Title 1) A grounded theory exploration of social workers’ permanency planning for looked after children in Scotland 2) Experience of childhood maltreatment and reflective function of parents: A systematic review of observational research findings Aims 1) Permanency planning refers to meeting the needs of a ‘looked after’ child by legally securing a permanent family. Delays in securing permanency are associated with adverse outcomes for children. Social workers are integral to this process and yet there is a paucity of research considering how workers make sense of this professional role. The current study aimed to develop an explanatory theory of social workers’ sense making in planning for permanency to identify issues and facilitate a discussion around the experiences and needs of this group. 2) The paper considers childhood experiences of maltreatment in relation to adult reflective function in parenting, a variable implicated in infant attachment security. A systematic review aimed to explore the current research literature examining the association between the experience of maltreatment in childhood and later reflective function in parenting. Methods 1) A qualitative grounded theory methodology (GTM) was used to analyse interviews with eight social workers who had a current permanency role (six female). 2) Following the development of a grounded theory via integration of the data with the theory of mentalization, a relevant systematic review was conducted. The current research literature was explored in relation to adults’ experiences of maltreatment in childhood and reflective function in parenting. 2 Results 1) Although participants described delays in relation to systemic pressures, as analysis of interviews unfolded theoretical sampling explored their experiences of losing and maintaining ‘focus’ on the child in permanency planning. The findings generated a theory positing that workers seek to keep a child’s ‘mentalized’ experience at the fore (to hold his ‘mind in mind’) and plan responsively to make permanency recommendations while negotiating the challenges of person-centred working within a multi-agency system. Workers were found to describe holding ‘mentalized’ interpretations of a child’s past, current, and future experiences during the processes integral to planning for permanency (assessment, early decisions, information gathering, interpretation, integration, and interaction with the wider system). Holding the child’s mind in mind also contributed to the ‘strength of evidence’ for permanency planning, and was, at the same time, vulnerable to the destabilizing effects of the emotional demands and system stressors perceived within the permanency role. Permanency planning and integration of evidence to make recommendations for permanency was responsive to the complexities of interpersonal working, hypothetical futures for the child, and to the potential impact of planning actions for future decision makers. 2) A systematic search of the literature identified seven datasets (of which nine papers) presenting analyses relating to measurement of childhood maltreatment and parents’ reflective function. Conclusions 1) The study theorised a psychological process related to holding ‘focus’ on the child in permanency and concluded with recommendations for permanency practice based on this preliminary model. These included prioritising a culture of professional empathy, training in and availability of protected reflective clinical supervision, post-adoption support for birth parents, and training in working with complex interpersonal behaviour to better facilitate effective permanency planning and improve outcomes for looked after children. 2) Although the identified studies indicated a lack of significant association between the factors, critical evaluation of conceptual, methodological and population issues indicated that the small number of reviewed studies were limited in their capacity to address the review question. After further data reduction according to study quality and separation of analyses according to conceptualisation of mentalization there remained two datasets reporting on CM and adult RF, and three reporting analyses of CM and parenting RF. Conceptual differences regarding mentalization and RF are considered in relation to emerging areas of research in this field.
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Russell, Siabhainn C. "From coherence to fragmentation : 'transition policy' affecting young people with cerebral palsy in Scotland". Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238593.
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Young people with disabilities face a time of great stress as they move from child to adult care, which profoundly impacts them and their families. They 'transition' from very high and cohering levels of care, until they reach a point, determined by age, when they are receiving low levels of far less cohesive care. Further, the propensity shown by the Scottish Government to devolve down the responsibility for service and local policy delivery, can lead to unforeseen consequences resulting in variation in experiences. Does this devolution of responsibility, to local bodies and service users, produce a valuable personalisation of delivery or a worrying 'postcode lottery'? I draw on policy concepts to examine these two expectations:- 'street level bureaucracy' and the 'personalisation' agenda highlight the potential for discretion, learning and transfer, and accountability theory, highlight the potential to cooperate or conform to the same basic standards. I examine the case of young disabled people in Scotland moving from child orientated to adult care to show, through semi-structured interviews and documentary analysis, that there is some cooperation between various professions, but they make sense of policy from different perspectives. I found that, while broad parameters set by the Scottish Government were adhered to, council and health board protocols often varied, meaning that, in some cases, a house address number dictates the level of service delivered. The research is particularly important and timely in that it focuses on Scotland, is cross-professional in focus, has profound social implications and contributes to knowledge in placing 'transition' in the context of public policy theory. It confirms the importance of street level bureaucracy in a new context but, unexpectedly, I found that professionals would welcome increased accountability and outcome measurement.
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McClung, Michele. "Could do better! : how key care factors influence the educational achievement of children looked after at home and away from home in two local authorities in Scotland". Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1128.
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The aim of this thesis was to explore the key care factors that influence the educational achievement of children looked after at home and away from home in Scotland. Traditionally there has been less research conducted in Scotland than in the rest of the United Kingdom. The research analysed a large new sample - one fifth of the care leaving population in Scotland - and spans a five year period. The thesis makes an original research contribution. A unique features of the research is that it investigates the experiences of children looked after at home, alongside those looked after away from home. In addition, the research involved two large local authority areas in Scotland that had not previously participated in such research on looked after children. What emerged from the research was that the Corporate Parent (local authorities and partner agencies) had not yet successfully prioritised the educational achievement of looked after children in policy and practice, despite education being identified by the government as a mechanism for combating social exclusion. The key findings of the research demonstrated that looked after children perform less well academically than the general school population. In particular, placement type, the reason for becoming looked after and the age on becoming looked after were significant factors in determining educational achievement. Other factors such as gender and number of placements were also found to be associated with educational achievement. Empirical results further indicated that looked after children suffered from discrimination and social exclusion in all aspects of their lives, including school and where they lived. This was a significant finding as the disadvantage experienced by many looked after children continues to impact on their lives into adulthood, making them some of the most socially excluded adults in Scotland and the United Kingdom today.
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McEvilly, Nollaig. "Place and meaning of 'physical education' to practitioners and children at three preschool contexts in Scotland". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8041.
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This thesis investigates the place and meaning of ‘physical education’ to practitioners and children at three preschool settings in a city in Scotland. The thesis examines the discourses of physical education at the preschools, and interrogates the ways in which the participants engaged with these discourses in order to construct their subjectivities. Preschool physical education has been largely unexplored by researchers and this study thus gives insight into how practitioners and children engage with, take up and resist particular discourses. The study contributes to physical education and early childhood education research by connecting separate bodies of sociocultural, and more specifically poststructural, research related to both fields. A poststructural, Foucaultian theoretical framework underpins the thesis. It features discourse analysis and particularly draws on Foucault’s work around techniques of power and the ‘technologies of the self’. The first step in the discourse analysis involved examining potential sources of discourses the practitioners were likely to draw on. This entailed analysing the physical education sections of the curricular documentation used at the settings (Scotland’s Curriculum for Excellence), and analysing texts related to preschool physical education continued professional development (CPD) that some of the practitioners participated in. Analysis indicated that physical activity and health discourses are prevalent throughout the curricular documentation. Discourses related to motor skill development and play also prevail. Motor skill development and physical activity discourses are prevalent in the documentation related to CPD. The second step in the discourse analysis involved analysing language patterns in the participants’ talk. Fourteen practitioners and 70 children participated in the study. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Discourses related to motor skill development, play, physical activity and health, along with a related pedagogical discourse concerning ‘structure and freedom’, appeared to underpin ‘physical education’ at the three contexts, in different ways. For instance, the settings differed in the extent to which motor skill development underpinned physical education, with pedagogies often being more adult-led where this discourse was stronger. This thesis highlights that preschool practitioners and children engage in multiple, complex ways with a range of physical education discourses that currently have currency in Scotland.
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Macht, Alexandra Georgiana. "Between stoicism and intimacy : the social construction of paternal love". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22990.
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In the current sociological literature, there is very little research on the subject of the love shared between parents and children, and contemporary intimate father’s role in connection to Scottish and Romanian masculinities. Drawing from the aesthetic theory of emotions postulated by Ian Burkitt (2014) and from Esther Dermott’s (2008) reframing of modern fatherhood according to intimacy theory, the present research has looked at a specific group of men’s experiences of love. As such, it sees involved fathers as embedded in an intimate network of relationships: to their children, their partner and their own parents. Presenting results from 47 qualitative semi-structured interviews with a sample of middle-class and working-class, resident and non-resident, Romanian and Scottish fathers, the study explored fathers’ embeddedness in a particular class, culture and family configuration in relation to what guides them to adopt certain forms of emotionality. Results show that involved fathers understand love primarily as an activity (it is something they do), in which both love and power are intermingled, as power in the context of fathering is deeply relational, and socially-constructed as much as love is. In order to maintain loving relationships to their children, involved fathers also do emotion work in discursive and embodied ways. Providing is influenced by the intimate father’s discourse, which has permeated both cultures due to globalization and is increasingly commodified, but fathers can also resist this discourse. The cultural perspective of their fathering has more similarities in common than differences, while class differences appear more prominently, further emphasizing structural inequalities in how love can then be practised. Therefore, the ways in which fathers express their emotions are balanced between the masculine emotional demands of stoicism and the novel discursive prerogative for intimate self-disclosure (or between love and detachment). To help us understand how these tensions are created and then resolved, I have developed the concept of ‘emotional bordering’ from Barrie Thorne’s concept of gender borders (1993). Ultimately, it is argued that investigating love in relation to culturally-diverse masculinities as they interact with the intimate father’s role can offer sociologists a fresh perspective on intimate inequalities by further enhancing the vulnerability of the concept of ‘hegemonic masculinity’. It can also give a different understanding to the role of ideals in the nexus of family practices, into which practices of love and of fathering are embedded.
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Hreidarsdóttir, Gudny Maria. ""Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland". Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.
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Abstract This research is about inclusive education in three classes and the experience of a disabled child in the class. The aim was to find out what the factors were that created an inclusive/exclusive class from the perspective of the class teacher and the disabled child. For this I visited one class in Dundee in Scotland, one class in Reykjavik in Iceland and one class in a small community in Värmland in Sweden. The approach used to get this information were qualitative methods in the tradition of an ethnographic case study because the focus was on the culture in three different classes. I used ethnography as a way to go about conducting the research and collected data with participant observation and deep interviews in all three schools. Qualitative thematic analysis was used to analyse the data. The results indicate that it is complicated to say precisely what inclusive education is. I used the models of disability and frames of inclusive education developed from the literature to put a focus on the results of the data. And these paradigms are on three levels; the child level, the teachers or class level and the school authorities’ or policy level. A matrix was developed to better have an overview of the results. From the three cases one can presume that one of the factors that enhance inclusive education is the teachers thinking and ideology about inclusive education and thereby are the responsible people in a disabled child education and schooling. Both in the case of Scotland and Iceland the class teacher did not take this responsibility and that resulted as a barrier for these disabled children´s participation in class. Another result is about the understanding significant persons had regarding these disabled children´s communication and attempts to connect or relate to others in the everyday life at school. When their impairment regarding how they communicate and relate to others was regarded this promoted their participation and inclusive education.
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Khalid, Ruhi. "A comparative study of the self-esteem of the Pakistani minority and the indigenous children in Scotland". Thesis, Connect to e-thesis, 1985. http://theses.gla.ac.uk/1003/.
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McLaren, Dawn Patricia. "Funerary rites afforded to children in Earlier Bronze Age Britain : case studies from Scotland, Yorkshire and Wessex". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/17600.
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This thesis discusses the evidence for funerary practices afforded to children in the Earlier Bronze Age in Britain (circa 2500BC to 1400BC) focussing on three key case study areas: Scotland, Yorkshire and Wessex. A long-view of the Earlier Bronze Age has been adopted to enable broad patterns to be determined and discussed. The wider aim is to offer a fuller understanding of the perception and importance of children within Earlier Bronze Age society. Following the theoretical and methodological framework adopted throughout the study the evidence for the mortuary treatment of children and the grave furnishings provided for them is discussed with particular reference to how children’s graves compare to those of adults in the same chronological period. To accompany this study, a comprehensive catalogue of previously recorded children’s burials both by inhumation and after cremation has been compiled by the writer for the three case study areas. This includes data both from antiquarian sources and from modern excavation reports detailing aspects of grave location, positioning of the body and associated material culture in the form of grave goods. The corpus is then reviewed and discussed for each of the case study areas. The aim of each study is to analyse the significance of aspects of funerary practice and the role of grave goods in association with children of fifteen years of age or younger within regional burial traditions. This study indicates that children are under-represented in the burial record and suggests that formal burial was not open to all immature individuals. In each of the case study areas funerary rites afforded to children are generally consistent with those of adults but this study demonstrates that the inclusion of certain objects found in adult graves (such as bronze knife-daggers) were not considered appropriate for inclusion in the grave of a child. A number of exceptional and highly-furnished graves are present which indicate that it was possible for children to be perceived as significant members of Earlier Bronze Age society during life and in the Otherworld.
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Collin, Margaret C. Y. C. "The treatment of delinquent and potentially delinquent children and young persons in Scotland from 1866 to 1937". Thesis, University of Strathclyde, 1992. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21353.
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The treatment of delinquent and potentially delinquent children and young persons has its historical context within the development of the institutions of social control and regulation as they evolved and expanded within the changing role of the state in regulating, guiding and controlling the lives of its citizens. Between the middle years of the nineteenth century and 1937 there was a long process of gradual change from a position where the state took no particular regard of children and their problems to a situation where state intervention was expanding into almost every dimension of the lives of all young persons with a view to their potential as citizens. As the incoming tide of collectivist welfare policies washed away the foundations of the laissez-faire era, the nineteenth century emphasis on `punishment' was gradually replaced by a priority being given to `protection and training'. The criminal culpability of the Victorian delinquent was superseded by a new awareness of the social and psychological susceptibility of the twentieth century adolescent. The evolution of a more holistic approach sought to integrate, rather than alienate, wayward youth. Hence, the state took preventive measures in the `youth labour' problem and in the encouragement of `organized youth'. The institution of the juvenile courts and their developing expertise `diagnosed' rather than `judged' and gave priority to ameliorative methods of treatment within the community rather than to the Victorian emphasis on institutional isolation. Institutional treatment was regarded as a last resort and the systems of training in reformatories, industrial schools and Borstal institutions progressed from a severity of institutional pragmatism to a greater concern for the future integration of individual inmates as citizens.
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Armstrong, Julie. "Epidemiology of undernutrition and obesity in children and young people in Scotland : the influence of infant feeding". Thesis, Glasgow Caledonian University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492393.
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Morrison, Maggie. "Sylheti-heritage children in urban Scotland : challenging the deficit model through the lens of childhood in Sylhet". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31340.
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This thesis seeks to challenge deficit approaches to 'different' childhoods. It does this through documenting the everyday life experiences of Sylheti-heritage Muslim children in urban Scotland, and reading these childhoods through the lives of children and their kin in rural Sylhet, Bangladesh. The research is based on 3 years' ethnographic fieldwork (January 2008-February 2011), in Scotland and in Bangladesh, and incorporates various child-friendly creative research methods used to elicit data on children's realities and perspectives on their lives. These data are supplemented by data from the children's mothers (and occasionally wider family) in both locations. Transnational migration between the Indian subcontinent and the UK is not new, but little research has focused on childhoods, in particular the lived experiences of young Muslim children of marriage-migrant mothers in Scotland, where this minority ethnic 'community' is quite small, later-formed and largely invisible. Little early childhood research has been conducted on children's everyday lives either in rural Sylhet or in Scotland. The history and context of migration and the realities of children's lives in Scotland, as migrant-heritage Muslim children, are largely unexplored and their particular needs are little understood. Some media and public imaginaries and discourses portray Muslim families and their communities as 'problematic', increasingly so since September 11th, 2001, with recent events in the UK, mainland Europe and the Middle East adding fuel to such sentiments. Many Sylheti-heritage families experience harassment and abuse, or live in fear of such eventualities, and the women and young children in my Scottish cohort have largely withdrawn for safety from the visible public domain. This research aims to contribute to a body of knowledge on early childhood(s). Early childhood interventions are high on Scotland's, and the UK's, policy agendas. These policies aim to create better futures and greater inclusiveness for all residents, but they are problematic for families that do not match the very Euro-American middle-class conceptions of childhood and family norms that inform policy. Despite the introduction of strengths-based models in family and childhood policy and practice, such 'different' children and families may still be viewed from a deficits perspective. Such deficit discourses may be rooted in a language of cultural deprivation and special needs, focusing on perceived deficiencies, resulting in the pathologising of certain groups, which become normalised over time. The global Early Years' agenda is also reflected in interventions in rural Bangladesh, with imported global ideals and norms of which most village families have no knowledge and which bear little relevance to their everyday lives. For example, many interventions exist for early childhood in the form of pre-school and nursery provision, but many are based on very Eurocentric models of childhood, which although pertinent in the Global North may not 'fit' with the realities of life for most rural children and their families. There is an over-emphasis on children's futures and children as 'becomings', the future citizens they will become, rather than on their quality of life here and now as 'beings'. This thesis frames children's everyday lives in terms of 'domains': places of childhood (locations of children's day-to-day activities), 'networks': spaces of childhood (social networks and relationships with kin and friends); and 'preoccupations': pursuits of childhood (how they spend their lives and what meaning, if any, they attach to these different aspects of life). The gendered character of these experiences is highlighted throughout. Children's lives, particularly when young, are influenced and shaped by their kin, yet opportunities for agency also exist. When women migrate after marriage from Sylhet to Scotland, some aspects of childhood and family lives remain fairly constant while others change quite radically. For instance, whilst children's lives continue to be centred on close family, family may be much smaller and less accessible than in Sylhet. Concepts of house and neighbourhood continue to be important, but Sylheti village childhoods are largely spent outdoors, whilst children are largely restricted to the family home in Scotland; children's physical domains of activity diminish and women and children have few opportunities to connect socially beyond their existing family networks, particularly in the early years. Social life, very rich and foregrounded in Sylheti villages, becomes potentially more restricted in Scotland although women work hard to create and maintain social opportunities and networks in Scotland, with wider Diasporic kin, and the Sylheti villages to which they have connections. Through their representations and narratives, both drawn and spoken, children convey rich examples of their childhood experiences, in both locales, which challenge deficit discourses on 'different childhoods'.
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MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education". Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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Maxwell, Tanita L. "More than just money? : a sociological analysis of the relationships between feminist organisations and violence against women and girls state funders in Scotland". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232233.
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Grimes, Marian Elizabeth. "Capital gains : parental perceptions on the family and social lives of deaf children and young people in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5882.
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It is known that the educational and social development of all children and young people are affected by the quality of communication within the family and by participation in social life and in activities outwith school. Although deaf children tend to under-achieve educationally and to experience marginalisation within mainstream groups, relatively little research has been located within family and out-of-school domains. This thesis interrogates data which were collected as part of a national questionnaire-based survey of parents of deaf children in Scotland. Quantitative and qualitative analyses of responses to closed and open questions illuminate parental perspectives on the extent to which deafness-related issues influenced: the quality of communication between their deaf children and family members; levels of friendships with both deaf and hearing peers; the amount and nature of their children’s participation in cultural and structured social activities; and parental facilitation of their adolescent deaf children’s independence. Although the majority of respondents indicated no, or minimal, disadvantages, a sizeable minority reported specific linguistic and social barriers which influenced key relationships and, in the case of activities, precipitated marginalising experiences. Whilst some clear patterns are revealed, such as a correlation with level of hearing loss and, in terms of parent/child quality of communication, with the hearing status of parents, there was a persistent level of unexplained diversity among those experiencing linguistic barriers. Limitations to the data restrict the generalisability of findings, although these have import in themselves. In addition, new knowledge is derived from the application of symbolic capital as a heuristic lens. Evidence of the diversity of family communication and ‘visitorship’ experiences are viewed in the context of linguistic access strategy choices emanating from the complexity of each deaf child’s habitus. Indications of differences between children of deaf and hearing parents, in terms of the balance of linguistic benefits and disadvantages, are considered in the context of social and cultural capital which is accumulated through access to alternative deaf and hearing networks. It is posited that, in order for deaf children to be enabled to realise their highly individual linguistic potential, and to optimise their accumulation of cultural and social capital, there is a need to address the imbalance within the linguistic spectrum of assessments and resources provided by specialist educational services. It is further argued that this should be within the context of a positive conceptualisation of deafness, and a holistic approach to assessment and service provision.
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Fleming, Michael. "Using Scotland-wide record linkage to investigate the educational and health outcomes of children treated for chronic conditions". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8594/.
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Objectives: This study linked Scottish education data to a number of administrative health datasets to explore associations between childhood chronic ill health and subsequent educational and health outcomes. Chronic conditions investigated were diabetes, asthma, epilepsy, attention deficit hyperactivity disorder (ADHD) and depression. Educational outcomes were number of days absent from school, number of school exclusions, special educational need (SEN), academic attainment and unemployment. Health outcomes were all-cause and cause-specific hospital admission, total number of hospital admissions, total length of hospital admission and all-cause mortality. Approach: Pupil census data and associated education records for all children attending primary and secondary schools in Scotland between 2009 and 2013 were linked to national prescribing data, hospital admissions, death records and retrospective maternity records enabling outcomes to be studied whilst controlling for socioeconomic, demographic and obstetric factors including birth outcomes and maternal antecedents. Specific medications are prescribed for some particular chronic conditions; therefore, children identified as receiving these medications whilst at school were assumed to have these conditions. Results: Children treated for each of the five conditions had more frequent absenteeism from school and were more likely than their peers to have SEN. However, only children treated for depression, epilepsy or ADHD experienced poorer academic attainment and increased odds of unemployment. Furthermore, children treated for depression or ADHD were significantly more likely to be excluded from school. Children treated for asthma experienced poorer academic attainment but no increased odds of unemployment and the association with attainment disappeared after adjusting for their increased absenteeism. Children treated for each of the five conditions had an increased risk of hospital admission and children treated for depression or epilepsy also had an increased risk of recurrent hospitalisation and longer stays in hospital. All of the chronic conditions, with the exception of ADHD, were associated with increased mortality. Conclusion: All five of the chronic conditions investigated in this thesis were associated with adverse educational and health outcomes. The number of outcomes affected varied by condition. Treated depression, epilepsy and ADHD were associated with the most wide-ranging impacts. Children treated for depression fared worse than their peers across all nine outcomes, and children treated for epilepsy and ADHD across eight and six respectively. In contrast, children treated for asthma and diabetes fared worse than their peers in respect of around half the outcomes investigated. Children with these chronic conditions at school appear to experience significant educational and health disadvantage; therefore further work is required to understand the underlying mechanisms and to develop effective interventions to reduce their risk.
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Savage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments". Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.
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In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.
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McCracken, Michael. "Lowest of the Low: Scenes of Shame and Self-Deprecation in Contemporary Scottish Cinema". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9804/.
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This thesis explores the factors leading to the images of self-deprecation and shame in contemporary Scottish film. It would seem that the causes of these reoccurring motifs may be because the Scottish people are unable to escape from their past and are uneasy about the future of the nation. There is an internal struggle for both Scottish men and women, who try to adhere to their predetermined roles in Scottish culture, but this role leads to violence, alcoholism, and shame. In addition, there is also a fear for the future of the nation that represented in films that feature a connection between children and the creation of life with the death of Scotland's past. This thesis will focus on films created under a recent boom in film production in Scotland beginning in 1994 till the present day.
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Astbury, Ruth A. "What processes will support effective shared decision making when health visitors and parent are planning to improve the wellbeing of babies and children within the context of the Getting It Right For Every Child (GIRFEC) policy framework?" Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/22356.
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Two key policy documents are having an impact on health visiting practice in Scotland: Getting It Right for Every Child (GIRFEC) (2013), which seeks to promote all children’s wellbeing, and The Healthcare Quality Strategy for NHS Scotland (2010) which promotes person-centred care. ‘Shared decision making’ is integral to ‘person-centred care’; however no research studies to date have linked shared decision making with health visitor practice. This thesis reports on a descriptive, qualitative research study, which was conducted in two health board areas in Scotland, in order to explore the processes that support effective shared decision making in health visiting practice within the context of implementing GIRFEC. The design was in three phases and used Elwyn’s Framework, of ‘Choice, Options and Decision Talk’ as a structure (2012). Phase 1 consisted of audio recordings of 2 x health visitor: parent encounters when decisions were being made; Phase 2 consisted of semi-structured interviews with 9 x health visitors and 9 x parents who had made decisions within the last 6 months; Phase 3 involved 3 x focus groups reviewing the findings to date and reflecting on current issues when implementing GIRFEC. The framework method was used for analysis and two additional themes were identified: ‘Issues’ and ‘Relationships’. The health visitors demonstrated that they built up trusting relationships with parents; however there was lack of understanding and application of decision making theory which supports analysis, and an outcome focused approach to person-centred planning. This thesis identifies areas for health visitor practice development.
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Wood, Rachael Jane. "Changing child health surveillance in Scotland : an exploration of the impact on preventive health care of pre-school children". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8101.
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The health service provides a Child Health Programme (CHP) to all children to help them attain their health and development potential. Core elements include screening, immunisations, growth and development surveillance, health promotion advice, and parenting support. The surveillance/advice/support components (known as Child Health Surveillance CHS) are delivered through a series of universally offered child health reviews mainly provided by Health Visitors (HVs) supplemented by additional support as required. Scottish policy issued in 2005 led to considerable changes to the CHP. The number of CHS reviews was substantially reduced to enable more intensive support of children who required it. A three category indicator of need was introduced at the same time to facilitate the identification of children requiring enhanced support. This thesis aims to explore the shift to more targeted provision of CHS that occurred from 2005 onwards, and to examine the impact of this on the preventive health care provided to pre-school children. The specific objectives are: · To describe the development of professional guidance on the CHP and how this has been adopted into Scottish policy. · To compare the CHP provided in Scotland to that offered in other high income countries. · To examine the impact of the changes to CHS on the coverage of universally offered child health reviews. · To explore, following the changes to CHS, which factors are associated with children being identified as in need of enhanced CHP support. · To assess the impact of the changes to CHS on the totality of preventive care provided to pre-school children by HVs and General Practitioners (GPs). The key methods used are literature review, policy analysis, and analysis of routine health data. Selected findings include the following: · All the high income countries studied provide the same basic elements as the Scottish CHP but the detail of the different programmes varies considerably. Some of the variation may reflect the different needs of different populations, but much seems to reflect different approaches to evidence interpretation and policy making in different settings. · Not all children offered ‘universal’ child health reviews actually receive them. Children from deprived areas are less likely to receive their reviews. Inequalities in review coverage have remained unchanged after the changes to CHS. · Many factors, including those reflecting infant and maternal health and family social risk, are associated with being identified by HVs as needing enhanced CHP support. The threshold at which children are identified as needing enhanced support varies between areas across Scotland. · GP provision of child health reviews has reduced after the changes to CHS as would be expected. Recorded GP provision of other preventive care consultations is uncommon and has not changed. Currently available routine data do not allow trends in the totality of HV provided care to be examined. In summary, the Child Health Programme makes an important contribution to supporting young children and their families but it is a complex service and considerable uncertainty about aspects of its content and delivery remain.
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Aljaloud, Khalid. "Habitual physical activity assessment using objective measuring devices : observations in lean and obese adults and children". Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2541.
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Physical inactivity is one of the major public health problems in many parts of the World. In Scotland it is reported that two thirds of Scottish adults (>16yrs) and one third of Scottish children (<16yrs) do not do sufficient physical activity to gain the health benefits of physical activity. Furthermore, there is still much debate about the nature and volume of physical activity required to provide health benefits. Therefore, more investigations are required to help improve our understanding of the links between physical activity, obesity and health. In addition, the assessment of habitual physical activity needs to be accurately quantified using appropriate methods that are valid and reliable. The main aims of this thesis were thus to assess the validity and reliability of three new generations of movement sensing devices (Actigraph, ActivPAL and SenseWear PRO2) in adults and adolescents in a controlled laboratory environment and to then use the most valid and reliable device in assessing the habitual physical activity of adults (lean and overweigh/obese) and adolescents in a free-living situation. Following objectively assessing the habitual physical activity, investigation of the associations between physical activity status and cardiovascular and metabolic disease risk markers in adults and adolescents were the last main aims of this thesis. In the first study, the results indicated that the new generations of the three devices were reliable in assessing EE during walking on the flat and on a 5% incline in lean and overweight/obese adults and lean adolescents. However, none iii of these devices and the methods or programme versions that were selected and applied was able to accurately estimate EE during walking on a treadmill. However, based on the sensitivity data obtained and previous evidence, the Actigraph was considered the most appropriate device for assessing the habitual physical activity due to its ability to discriminate between physical activity intensities. The second and third studies concluded that adults (including lean and overweight/obese) met the recommended physical activity guidelines for health and wellbeing purposes. However, the data suggest that overweight/obese participants may need to be advised to spend more time in MVPA and probably more vigorous activity to not only reduce body fat but also to increase cardiorespiratory fitness and reduce their chances of future cardiovascular and metabolic disease. The fourth and fifth studies, demonstrated that the Scottish adolescents –in the cross sectional study- were below the recommended physical activity guidelines. When the method of physical activity assessment was adjusted the Scottish adolescents were similar to the adolescents in other European countries and were observed to be more active than adolescents in some of the developed countries such as American adolescents (Texas State). In the case of lean adolescents who have a low physical activity- but who are not sedentary- the cardiovascular and metabolic disease risk markers may not be obvious at this stage, but the differences in glucose and HOMA-IR suggest that there may be early signs of progression towards metabolic disease in this group. iv The importance of the associations between vigorous physical activity and body fat, as well as between body fat and the risk markers of metabolic disease, suggests that future intervention studies should focus on monitoring the outcome from vigorous physical activity interventions vs. moderate activity within current guidelines.
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Schellenberg, Carolyn M. "Running to stand still, nurses' roles with children and families in the community in Scotland : relationships between policy and practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62496.pdf.
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Mair, Laura Marilyn. "'The only friend I have in this world' : ragged school relationships in England and Scotland, 1844-1870". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22997.
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This thesis analyses the experiences of ragged school pupils in England and Scotland between 1844 and 1870, focusing on the interaction between scholars and teachers and exploring the nature of the social relationships formed. Ragged schools provided free education to impoverished children in the mid-nineteenth century; by 1870 the London schools alone recorded an average attendance of 32,231 children. This thesis demonstrates the variety of interactions that took place both inside and outside the classroom, challenging simplistic interpretations of ragged school teachers as unwelcome intruders in poor children’s lives. In analysing the movement in terms of the social relationships established, this thesis counters the dominant focus on the adult as actor and child as passive subject. Wherever possible the focal point of the analysis builds on the testimony of ragged school scholars, shifting emphasis away from the actions and words of adults in positions of authority towards those of the poor and marginalised children who were the subjects of intervention. By concentrating on the voices of those who received ragged schooling, this thesis highlights the diverse experiences of ragged school scholars and underscores their agency in either rejecting or engaging with teachers. As such, it demonstrates the integral contribution of children’s testimonies when seeking to understand the impact of child-saving movements more generally. This thesis contributes to understanding on a variety of broader topics. It highlights changing attitudes towards children, education, and the poor. Through focusing on juvenile testimonies it investigates how children responded to poverty, disability, philanthropic work, and the evangelical religious message that ragged schools conveyed. The impact of Victorian philanthropy and the nature of the cross-class relationships it fostered are explored, and the significant contribution that women and working-class individuals made to such work is underscored. Finally, it sheds light on the experiences of working-class British emigrants, both their fortunes and their attachment to their homeland. A rich array of sources is used, including ragged school magazines and pamphlets, committee minutes, and annual reports. In using promotional literature in combination with local school documents, the public portrayal of children and teachers is contrasted with that found in practice. Most significant, however, are the day to day exchanges between scholars and their teacher explored through a microhistory of Compton Place ragged school in North London. Using the journals the school’s superintendent maintained between 1850 and 1867 alongside the 227 letters 57 former scholars sent him, this thesis pieces together a picture of the evolving and complex relationships forged. The journals and letters together enable an analysis that draws on the words of both ragged scholars and their teacher. Moreover, they provide rare access to how relationship developed over time and, in some cases, despite considerable geographical distance.
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Fitzpatrick, John Paul. "Stick with me! : how effective and lasting helping relationships support the educational experience of children looked after at home in Scotland". Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28501.
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Home Supervision is a method regularly used in Scotland to support vulnerable children and families in their homes. Such children and their families are ‘looked after’ by local authorities and supported by allocated social workers. However, this cohort of young people has poorer educational outcomes compared with other looked after children. There is little in the way of research to explore why this is the case. This study seeks to address a gap in the literature by exploring issues of education and support from the perspectives of young people themselves. The research was undertaken with 15 young people, in three different geographical areas of Scotland using semi-structured interviews. Each initial interview was analysed and informed the production of a digital interactive presentation. Each presentation was shared with the young people to review and discuss the understanding of the content gleaned from the first interview and to act as a prompt for the second interview. Interviews were transcribed and the data coded, based on key themes for each person. Thereafter, summaries were written up and cross-cutting themes identified. These included:relationships with teachers and social workers; issues caused by transition; the benefits of coaching and mentoring; and issues caused by a lack of continuity of relationships. The study revealed that young people were more likely to struggle with their education during the transition from primary to secondary school. The study reinforced the degree to which young people under Home Supervision experience considerable disruption and change in their education and stability. They are more likely to trust their teachers than social workers when dealing with challenges and issues in their lives and are likely to experience isolation from voluntary community-based services. Mentors and coaches have a major role to play in supporting young people and encouraging resilience using informal youth work approaches. By acting as trusted supporters, they can help foster both confidence and social capital for the young people they support by assisting them to access relevant services and navigate bureaucratic systems and procedures such as children’s hearings and employment. The current lack of continuity of professional relationship experienced by many children and young people who have a Home Supervision requirement, combined with the disparity in resources and services provided for them, are barriers that require to be addressed if Home Supervision is to be an effective support intervention for vulnerable children and young people.
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Bull, Nicola Lucy. "Face to face with the Lewis Chessmen : an exploration of children's engagement with material heritage at the National Museum of Scotland". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15860.
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Museums can be productive sites for the study of society, because they are spaces where the constitution of knowledge about the past is made visible through public display. Playing an important role in the performance and legitimisation of national culture, museums in Scotland pay particular attention to the education of children. It is often claimed that children can gain an understanding of their history through physical engagement with museum collections. Both the ‘past’ and the ‘future’ are thus constituted within the museum. Through an exploration of children’s education at the National Museum of Scotland and The Lewis Chessmen: Unmasked touring exhibition, I argue that efforts by museums to exert control over ongoing processes through which subjects and objects, past and future, nations and heritage are constituted can be deeply challenged by children and museum objects, both of whose status remain inherently dynamic and unstable. Despite the museum’s claims to have “real things [objects] revealing stories”, objects rarely reveal narratives beyond those exerted upon them. They are, instead, materially and relationally constituted in particular places, at particular times. The same ‘instability’ applies to children visiting the museum. Children engage with the material stuff of the museum in surprising and unpredictable ways. This dynamic, multisensory interaction enables children to pursue personal projects, which do not necessarily adhere to the agendas of the museum. Yet, children often do go along with the museum’s narratives, commonly accepting what they are told by adults about the objects they are handling. They are also deeply concerned with the authenticity of these objects. Whether an objects is ‘real’ or not, however, is not necessarily judged by the same standards shared with the museum. Children’s awareness of a ‘real’ object’s metonymical presence not only enables an experiential encounter with the past, but also enables them to work out their own positions within the power structures of the museum; testing their own concerns relating to trust, truth, value and the process of becoming adults.
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Giffen, Alicia Marion. "Exploring the educational experiences of children and young people with non-syndromic cleft lip and or palate in the west of Scotland". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8581/.
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Historically, society has developed and presented the concept of ‘disability’ in negative terms. This in turn led to the identification of individuals/groups with some medical conditions as ‘different’ from the general population. However, this theory has more recently been challenged by the narrative of inclusion which has contributed to questioning the term ‘difference’ and has replaced it with ‘diversity’. Young people with cleft have previously been identified in society by their ‘difference’ due to speech and appearance issues. Existing literature, largely from medical professionals, suggested that young people with cleft underachieve. Studies to date have been mainly carried out using quantitative methods. These investigations suggested a number of areas of challenge – primarily linguistic, cognitive, self-concept and concerning the expectations of others. In contrast, this research set out to attempt to understand more deeply the reasons for the suggested underachievement using qualitative research methods to explore the social and educational lives of young people with cleft at three different stages in their development. This research found that the narrative of underachievement among the young people with cleft involved in the study did not follow the pattern expected as it emerged from the medical literature. Overall individuality characterised the learning trajectory of the young people with cleft. All young people were making progress in their learning albeit at their own speed and as appropriate, with support. The experiences of learning at clubs/associations was more inclusive than those at school where no support was required and there were different expectations of adults supporting learning in clubs and schools. Labelling was a contentious issue but in individual cases this had negative consequences which were counterbalanced by friendship circles often formed at nursery school. This study highlighted teachers’ lack of knowledge of this medical condition and its potential consequences for educational experiences in individual cases and a lack of interpersonal and inter-agency communication. This study therefore challenges the deeply integrated societal stereotypes of young people with cleft. It highlights the importance of listening to children’s voices and offers suggestions to both educational and medical professionals for improving the experiences of the young people concerned.
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Scheldeman, Griet. "Performing diabetes : balancing between 'patients' and 'carers', bodies and pumps, Scotland and beyond". Thesis, University of St Andrews, 2006. http://hdl.handle.net/10023/11085.
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This study is about young people (age 11-16) with diabetes. Based on fieldwork in a paediatric diabetes centre in Scotland, it describes the ways diabetes is lived and done by young people, their health carers and insulin pumps. This enactment is contrasted with other ways of doing diabetes, as observed on short fieldwork trips to paediatric centres in Brussels, Gothenburg and Boston. I explore the dynamics of diabetes care on two levels. I consider the interaction between health carers and patients. Comparative data from various paediatric centres make apparent how culturally and socially informed approaches towards adolescence, health and illness shape both care practices and patients' experiences, resulting in different medical outcomes. Concretely in the Scottish centre, a non-hierarchical holistic care approach by health carers emphasizing quality of life over health, informs the young people's perspective on diabetes. Being a free adolescent takes priority over managing diabetes, with the results of ill health and possible future complications. The existing dynamics in this care framework change as a third actor enters the scene: the insulin pump, a pager-sized technological device continuously attached to the body. I explore the balancing act between young people and their pumps. As the adolescents actively engage with their pumps not to search for better health but rather to pursue a better quality of life, the guiding question becomes: how can a technological device for insulin injection double as a tool towards a desired identity and a different illness? This work then, can be read as a concrete case study of how a uniform technological device is embedded and used in a specific cultural and social context. It can also be read as an argument for a re-orientation of paediatric diabetes care in the Scottish centre: care centred on collaboration and inclusion rather than focused on merely containing underlying conflict (between adults and adolescents, diabetes and life, health and quality of life). Centres in Brussels, Gothenburg and Boston, and the insulin pump concretely, show how collaboration can lead to good health and quality of life. To leave us to wonder: is 'doing diabetes differently' synonymous with 'doing a different diabetes'?
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Treanor, Morag. "Exploring the impacts of assets and vulnerabilities of families experiencing multidimensional poverty and income inequality on children's early cognitive, social, emotional and behavioural developmental outcomes in Scotland". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8871.
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Living in poverty and persistent low income has detrimental impacts on many facets of the lives of parents and children. During the early years of the new millennium this was of primary concern to the Scottish and UK governments: in response, policies were implemented to improve children's developmental outcomes, and to increase both maternal employment and levels of income for low paid and unemployed families. Previous qualitative research on families living in poverty revealed that families have varying degrees of additional vulnerability depending on their levels of social assets, e.g. social support, and financial vulnerabilities, e.g. debt and financial stress. High levels of social assets appeared to attenuate, and low levels of social assets appeared to exacerbate, the negative impacts of living in poverty. These social and financial assets/vulnerabilities comprise two of the five domains of the Sustainable Livelihoods Approach (SLA) quantified for use in this thesis. This thesis explores what impacts, if any, social and financial assets/vulnerabilities have on children's cognitive (C) development, as measured by naming vocabulary and picture similarities, and on their social, emotional and behavioural (SEB) development as measured by the Strengths and Difficulties Questionnaire. To achieve this aim this research uses the first five sweeps of the annually-collected longitudinal Growing up in Scotland (GUS) birth cohort study. The analysis uses the technique of factor analysis to derive the latent constructs financial and social assets/vulnerabilities, and OLS multiple regression analysis with quasi-variance to test the associations. The research employs multiple dimensions of economic disadvantage - longitudinal income poverty, material deprivation, longitudinal income poverty and material deprivation combined, and longitudinal income inequality - to explore the effects, not only between the lengths of time people have lived in poverty, but also across the income inequality spectrum, i.e. persistent low income versus persistent high income. The results of the research show that high maternal social assets and financial vulnerabilities separately are associated with higher and lower levels of child SEB development respectively, especially for children living in persistent low income. The relationship did not hold for children’s cognitive development. It also reveals that children whose mothers are experiencing additional financial stress and debt have lower CSEB scores (but not picture similarities), especially in relation to SEB development. There is also a relationship between social and financial assets/vulnerabilities: having high social assets is statistically associated with lower financial stress and debt for those living with lower incomes. This thesis argues that mothers, families and children living in poverty would benefit from policy and practice interventions that support geographical proximity of family and friends, that foster close and supportive wider family relationships, and that promote access to credit that does not lead to unmanageable debt and detrimental levels of additional financial stress. The research notes that while the SLA has been a useful theoretical framework, effectively quantified, the GUS data are limited in how effectively it can construct the SLA as it is not dedicated to its measurement.
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McEachern-Kelly, Mary Clare. "Provision of modern foreign languages for lower achievers and pupils with special educational needs in secondary schools in England, Scotland and the Czech Republic". Connect to e-thesis, 2008. http://theses.gla.ac.uk/218/.
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Thesis (M.Litt.) - University of Glasgow, 2008.M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Nicoll, Avril. "Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders". Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27257.
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Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a lack of knowledge around what practice change is, what it really takes, and why there are different trajectories. Consequently, therapists, managers and commissioners lack empirical evidence on which to base decisions about enabling practice change. In addition, intervention researchers lack basic sociological research around implementation that could inform their research designs, reporting and impact. This case-based sociological inquiry, underpinned by critical realist assumptions, was designed to address this knowledge gap. It includes a two-stage qualitative synthesis of 53 (then 16) studies where speech and language therapists explained the work of their practice in depth, and a primary qualitative study focused on one professional jurisdiction, children with speech sound difficulties (SSD). Forty two speech and language therapists from three NHS areas and independent practice in Scotland participated in individual interviews or self-organised pairs or focus groups to discuss in depth how and why they had changed their practice with these children. A variety of comparative methods were used to detail, understand and explain this particular aspect of the social world. The resulting theory of SSD practice change comprises six configured cases of practice change (Transforming; Redistributing; Venturing; Personalising; Delegating; Refining) emerging from an evolving and modifiable practice context. The work that had happened across four key aspects of this context (Intervention; Candidacy; Caseload; Service) explained what made each case possible, and how practice had come to be one way rather than another. Among its practical applications, the theory could help services plan more realistic practice change. In addition, the inductively developed layered model of SSD intervention change has the potential to contribute to speech and language therapy education as well as methodological discussions around complex interventions.
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Ndu, Okechukwu. "User-perceived effectiveness and safety of paediatric complementary and alternative medicines : perspectives from international, British and local Scottish outcomes studies". Thesis, Robert Gordon University, 2015. http://hdl.handle.net/10059/3143.
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In the light of the current patient-centred approach to healthcare delivery, this research investigated the effectiveness and safety of paediatric complementary and alternative medicines (CAMs) from the users' perspective in order to generate suitable data to inform healthcare policy and planning. The research was in three parts: a systematic review (SR), a database analysis and a survey. The SR of papers published on the topic from 2000 to July 2011 identified 46 eligible studies conducted predominantly in the USA (14; 30%); with only 5 UK studies (11%), of which 2 were Scottish. Generally, their findings indicated a high report of positive health outcomes by CAM users, and a low report of adverse outcomes. Critical appraisal, however, highlighted the low methodological quality of most studies; with an overall quality rating of 45%, and only 9 studies (20%) possessing up to 8 of 12 quality indices. A tendency towards selective outcome reporting bias was also observed. The database research explored the suspected adverse reactions (ADRs) associated with paediatric use of natural health products (NHPs) as reported on the Yellow Card Scheme (YCS) from its inception until July 2012. The YCS data was mined to estimate the frequency and seriousness of the ADRs reported. NHPs were found to have contributed < 1% of ADR reports within the period, with paediatric subjects contributing 8.6% of NHP reports (192 reports). These profiled 332 specific ADRs, 30% of which were described as serious. Female subjects contributed marginally more ADRs than males (51.5%). Rash and other skin and subcutaneous disorders were the most common ADRs. Herb-drug combination products were found to generate the most ADRs, with the senna-piperazine combination being the most frequently reported (89 ADRs). The product most associated with fatalities was soybean oil (5 reports). Generally, however, NHP-related ADRs reported for paediatric subjects in the YCS were found to be relatively few, and of low severity (6%) and fatality (2%); with over 75% resolution, and mostly within 3 days (68%). The survey component of the research was a bi-modal analytic cross-sectional survey of parents in Aberdeen, and aimed to determine the nature and demography of the use and user-reported outcomes of CAM among children in Aberdeen. Consenting parents recruited from the general population were invited to complete online or paper versions of a validated questionnaire. 212 parents of 391 children completed the survey, of which 143 reported CAM use in their children (67.5%). Participants were mainly mothers (73.6%); Caucasian (84.4%); aged 30-44 years (59.7%); and educated beyond secondary level (85.3%). 213 children had ever used CAM, 64.3% of which had always used CAM; while 21.1% had only used CAM within the last 12 months, and 14.6% had used it only previously. 53.1% of child CAM users were female. Parental self CAM use was found to be the strongest predictor of paediatric CAM use. 102 of the 123 parents that rated their children's CAM use (82.9%) perceived them as helpful; 76 of which said they helped 'a lot'. Finding personal CAM use helpful was the only factor found to significantly predict perceived effectiveness for paediatric CAM use. 9 parents reported adverse outcomes, mainly allergic skin reactions. In all, this research featured the first SR of user-perceived effectiveness and safety outcomes of paediatric CAMs; the first analysis of NHP-associated ADR reports on the YCS; and the first population-based Scottish study of paediatric CAM use. A triangulation of the results from these three strands validated the key finding that CAM is used widely among children, with high perceived effectiveness and safety outcomes. The implications of this finding for healthcare policy and planning were highlighted.
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Camara, Ahmady. "La transmission culturelle du traitement de la criminalité chez les enfants mineurs de la Grande-Bretagne à l'Écosse à la suite de la dévolution de 1999". Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20088/document.
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Cette thèse est construite en quatre parties : 1) la contextualisation historique de la transmission non pas du Royaume-Uni mais de la Grande-Bretagne vers l’Écosse ; 2) la transmission culturelle n’est pas un phénomène spontané mais elle peut s’opérer dans le traitement de la criminalité par un effet de pression politique ; 3) la criminologie qui se développe en Europe du dix-neuvième siècle concerne la Grande-Bretagne et affecte l’Écosse bien que celle-ci ait préservé son indépendance judiciaire lors de la signature de la loi d’union de 1707 ; 4) l’étude de la criminalité se concentre sur les enfants mineurs en mettant en opposition l’approche punitive et l’approche welfariste (Children’s Hearing)This dissertation is built around four parts : 1) an historical contextualisation of the phenomenon of transmission not from the United Kingdom but from Great Britain towards Scotland; 2) cultural transmission is never spontaneous, yet it can be carried out through the handling of crime; 3) criminology, developing in 19th-century Europe, reaches Great Britain and consequently Scotland, although the latter has retained some degree of judicial independence since the passing of the Treaty of Union in 1707; 4) reviewing crime and how to handle it is then focused on children, and how punishment can be opposed to a Welfare approach
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Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.
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This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.
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Edström, Charlotta. "Samma, lika, alla är unika : En analys av jämställdhet i förskolepolitik och praktik". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-36969.
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The aim of this thesis is to describe, critically analyse and provide information about gender equality in Swedish preschools, in relation to policy and practice. The main focus is on pedagogues’ gender equality work with children. The study includes a comparison between state gender equality policy in Scottish and Swedish preschools. The theoretical starting point for the analysis is a policy and gender perspective. Based on Bacchis’ (1999) and Marshalls’ (1997) work suggesting that gender equality policy issues and problems are socially constructed, a contrasting analytical framework is devised and used in the analysis. The main emphasis in the analysis of gender equality constructions is on underlying assumptions, competing constructions and “areas of silence”, relating to what is missing from a gender perspective. There is also some consideration of the agreement between constructions and concrete measures. The time-period studied was from the end of the 1960s onwards; emphasis was placed on the last fifteen years. The main empirical data consists of: Swedish and Scottish state official policy documents and interviews with Scottish researchers; Swedish local authority official documents and interviews with local authority officials from four municipalities; and interviews with pedagogues from three work-teams in three preschools. This information is complemented with documentation about the preschools’ gender equality work. In state preschool policy, pedagogues are depicted both as part of the solution to the gender equality problem but also part of the problem because there are “too few men”. Local authorities consider that pedagogues need more knowledge about gender equality. The pedagogues themselves make a distinction between the past, when their treatment of children was founded on gender-based stereotypes, and the present, in which they are aware but need to keep up the work. In both Swedish preschool policy and practice, gender equality has mainly focused on treating girls and boys similarly, based on assumptions that this is desirable; and this is still the approach. This similarity discourse has been quite constant in Swedish state policy since the 1960s. One exception, however, was the attention to biological differences which gained influence in the mid 1990s in policies mainly relating to compulsory schooling. Gender equality is, with respect to both policy and practice, largely constructed as a pedagogical preschool issue. Discussions about wider society mainly concern the public sphere and the labour market, whilst the private sphere is seldom considered. Children are mainly positioned as “girls” or “boys” and as recipients of pedagogues’ gender equality measures. In general, little consideration is given to hierarchies and variations among groups of girls or boys, or about intersections between gender and other socially constructed categories. Intersections were most clearly visible in practice, especially in one preschool studied; they concern gender equality, age and space. Issues concerning power and gender order are usually missing, and there seems to be a clear influence of gender role theories. Even though there is clear current emphasis on increased similarities, there is a tension concerning whether gender equality is about treating everybody exactly the same, treating everybody in quite similar ways or treating children as unique individuals. This also involves a tension relating to whether gender equality concerns girls and boys as individuals, or as groups, or both. The study demonstrated that the emphasis on gender equality is stronger in the constructions than in concrete measures. In practice, work-teams’ discussions about gender equality were more nuanced than the somewhat compensatory methods that these practitioners applied during their work with the children.
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Fox, Rachael. "Scottish secondary education from a critical community psychological perspective : power, control and exclusion". Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/411.
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This research examines problematic and taken for granted issues in Scottish Secondary Education, from a critical community psychological perspective. Young people are positioned as central to the research, in particular young people experiencing exclusion being the most disempowered group in education, and to fully understand problems they experience the thesis develops a standpoint with young people. Methodologically the research is grounded in a particular approach to praxis. Critical reflection, action and knowledge construction all influence one another cyclically in complex relationships, at times conflicting and at others developing together dialogically and these relationships are embraced and reflected upon carefully. Power and knowledge are viewed as being inextricably linked and knowledge, what is legitimated within a certain frame of reference as ‘truth’ or ‘reality’, is viewed as being constructed by dominant groups with the power to do so. Ethnography was carried out in three educational settings: a mainstream High School; a Special School in a city centre catering for young people experiencing exclusion; and a Youth Project where permanently excluded young people were on an alternative curriculum. Qualitative methods were used in a varied and tailored way for each setting and group of people and included Participatory Action Research and group work with young people, interview and group work with teachers, active participation in settings leading to fieldwork notes, and collection of textual information. Analysis involved careful examination of a wide variety of material, drawing on various methods of discourse analysis. The research material was analysed for the ways in which education made possible and placed limits on legislation, social practices, ways of speaking and ways of being. The assumption that adults must be in control of young people in education was found to be absolute and pervasive, stemming from societal ideas of young people, but also perpetuating them. This emerged throughout my research, from practices in mainstream school to ways of speaking available to adults and young people. Inclusion, while often spoken of in relation to equality and social justice, in practice is often conditional, and is re-positioned in this thesis as a form of control. School exclusion is often described in education as being expelled or suspended, but is repositioned in this research more generally as being excluded from learning and peers, and is argued as inherently problematic. Problematic, institutional, educational discourse is constructed as often placing limits on ways of speaking, such that critical reflection and action within secondary education becomes very difficult for adults and young people. Ways of speaking available to young people are examined and demonstrate that while education imposes particular ways of speaking and being, young people find opportunities to resist and reconstruct. Ways of being are examined, between adults and young people in educational settings, and an account of performance of resistance and compliance between young people and adults is developed. This research draws on a complex and multi disciplinary use of theory, literature, methodology and methods, and in doing so constructs an account of young people’s experiences in education that is based on a standpoint with young people. By grounding the research in the interests of young people, particularly those experiencing school exclusion, it challenges assumptions of dominance and control that have implications for education as a whole and all those operating within.
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Mitchell, Richard Charles. "The UN Convention on the Rights of the Child in postmodernity : a grounded systemic analysis of children's rights educational policies in Scotland and Canada". Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/21461.
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As a contribution towards the UN Decade for Human Rights Education (1995-2004), this qualitative, comparative policy study investigated the Convention on the Rights of the Child (CRC) within the Scottish and Canadian educational systems. The researcher adopted an inductive, grounded methodology which is argued to be most congruent when building theory is the chief aim (Glaser and Strauss, 1967; Glaser, 2005). During 20 months of fieldwork, 50 key informant interviews were obtained in Geneva, New York, Scotland and Canada. The author contends that postmodern thinking has contributed much towards contemporary childhood research, yet an underlying deconstruction of the CRC constrains theoretical development. To address this breakdown of overarching leitmotifs within the social sciences (Esping-Andersen, 2000), the sociology of human rights is utilised as a conceptual framework (Luhmann, 1965, 1982, 1997; Q'Byrne, 2003; Verschraegen, 2002). Furthermore, through the integration of grounded and autopoietic coding (Glaser, 2005), the interview texts revealed six thematic categories that contradict dominant theoretical approaches in the child rights literature. While descriptive and comparative analyses revealed the study's core category of participation, an interpretive analysis further yielded its core distinction of power. The author argues that Scottish efforts to implement the CRC within educational policies are more widespread than any of those currently underway within Canadian jurisdictions (Mitchell, 2002, 2003a, b). Finally, a grounded systemic child rights model developed from the study's methodological and epistemological integration illustrates how CRC knowledge and power are balanced within and across educational systems (Mitchell, 2005).
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Whitaker, Lynn. "Producing UK children’s public service broadcasting in the 21st century : a case study of BBC Scotland". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3012/.
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This thesis examines the production of UK children’s public service broadcasting in the 21st century through extended case study of one significant production facility: BBC Scotland Children’s Department. Starting from the hypothesis that the Department offers a unique inflection of its public service remit through being an alternative producer to the main BBC Children’s production facility in London, it argues that the various contexts and settings of the Department impact on its texts, practices and discourses to articulate a distinctive approach to children’s public service broadcasting befitting the Department’s status as a BBC ‘centre of excellence’. Based on production research at BBC Scotland from 2007 to 2011, the study explores a number of problematic concepts associated with contemporary UK public service broadcasting for children, including the perceived value of UK-originated content; the occupational values of producers as specialists; the construction and representation of the children’s audience; and the specificity of television form in achieving public service for children. These issues are given additional scrutiny with respect to how BBC Scotland Children’s Department negotiates the demands of producing content that is simultaneously national and network, and in light of the difficulties in UK children’s broadcasting as a whole, suggested by the 2007 Ofcom Report on The Future of Children’s Television Programming. Occurring at a critical juncture in the history both of the BBC and of public service broadcasting more generally, the study reveals how the theorised gap between audience and producer, so critical in children’s media, is managed by the Department, and how notions of ‘public service’ to children are articulated in institutional ethos and practice as well as in texts and artefacts. Through analysis of different aspects of the children’s television production process at BBC Scotland, the thesis concludes that the Department embodies and manifests a strong ethos of public service in all its work.
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Cross, Beth. "Children's stories and negotiated identities : Bakhtin and complexity in upper primary classrooms in Jamaica and Scotland". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23314.
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Taking as a starting point the need to excavate assumptions of northern educational practice as normative or standard setting, this research project examines the interface between home and school cultures and the consequences for children’s learning strategies in their upper primary years at Scottish and Jamaican schools. Particular attention is paid to how metaphors and narratives are encoded differently in school culture than in children’s popular culture. Several different studies show that learners make crucial conceptual decisions about their identities and strategies through these years of development. Both strategies and identities are embedded within the on-going narratives that learners receive, retell, and revise. These stories interplay with the meta-narratives of the culture settings learners inhabit. These meta-narratives include those of child development, economic development and educational policy; they contrast, sometimes sharply, with powerful forms of expression and narratives within popular culture. Drawing on insights from educational ethnography and socio-linguistics and taking into account the differing meanings that post-industrial or post-development might have in each context, the study is a dialogue with children and teachers about how they represent and make sense of school in the context of the complex and quickly changing popular culture that surrounds them. The study begins with a consideration of how Bakhtin’s unique perspective on language and discourse can be applied to cross cultural educational research, particularly what insights his approach contributes to grappling with the problem of the ethnocentricity of the hermeneutic circle. In the process the differing ways Bakhtin has been taken up by educational and discourse researchers such as Wertsch, Hall, and Maybin are examined. The resulting approach is then applied to two classrooms in each country setting. The picture that emerges is one in which the dominant metaphors of education and the attendant constructs of childhood clash against children’s lived experience and increasing engagement with popular and high tech culture. Children’s ability to “sample” stories’ multiple possibilities and to borrow infectiously from each other defies the linear construct of story or narrative as taught in the syllabus, yet, coincides with Bakhtin’s understanding of language and communication as fundamentally dialogic.
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Watson, David. "Developing quality in the public and personal social services : a study of frontline workers' perspectives in nine local authority children's units in Scotland". Thesis, Glasgow Caledonian University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289286.
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Thomson, Gemma. "To what extent do South Africa and Scotland comparatively respect, protect and fulfill children's rights in the context of youth justice and in light of their international and regional obligations?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20808.
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Juvenile justice is a core facet of international child law aimed at protecting children who come into conflict with the law. The international and regional juvenile justice frameworks outline the standards expected of States party to the international instruments. Both South Africa and Scotland are obligated to adhere to these rules and principles by way of creation and implementation of domestic laws in furtherance of a child-centered approach to justice. This dissertation analyses the effectiveness of both national systems and assesses the extent to which they respect, protect and fulfill children's rights in the context of international child law. This study also aims to highlight areas in which South Africa and Scotland fail to meet the prescribed standards and proposes various recommendations in order to do so more effectively.
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Stockton, Karen. "An explorative study considering the process of change at school and local authority level as a result of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, with its support document, Supporting children's learning - code of practice 2006". Thesis, University of East London, 2007. http://roar.uel.ac.uk/3818/.
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This research evaluates the process of change at school and local authority level, as a result of the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. Five research questions investigate the perceptions of those school staff taking part in the process of change, in that they query: the properties staff attach to the process of change; the conditions they believe may foster or inhibit the process of change; the skills they feel are important to facilitating a process of change; what changes there may be for children with Additional Support Needs; and, importantly, what meaning they infer from taking part in the process of change. This research pursues a flexible qualitative design, marrying Grounded Theory and a Constructivist philosophical perspective. The method utilised to address these questions involved administering initial Quality Indicator Schedules, followed by twelve semi-structured interviews in three phases (A, B & C) with staff in two schools. Interpretative Phenomenological Analysis of the transcribed interviews took place at the end of phases A, B and C. The research findings suggested that those staff taking part attached the following properties to the process of change: change in school practice; good understanding; and an understanding and attitudinal shift. In addition, staff were able to depict the conditions, from their own perspective, that either fostered or inhibited the process of change, to the extent that, during phase C, they had conceptualised their thinking into a framework: the Bottom-Up Model/Approach which offered them a preferred framework to help support future processes of change. The meaning inferred, from the perspective of those staff taking part in the process of change, focused on self and school improvement better to support children with Additional Support Needs.
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Davis, John M. "Sport for all? : an ethnographer's interpretation of the underlying factors influencing children's participation in PE and sport and their consequences for an efficacious implementation of the guidelines for PE of the '5-14 Curriculum and Assessment in Scotland: national guidelines: Expressive Arts..'". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21189.
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In 1989 the Scottish Office Education Department (SOED) introduced a curriculum innovation entitled, 'Curriculum and Assessment in Scotland (CAS) a Policy for the 90's'. Curriculum guidelines for PE were contained within 'Expressive Arts 5-14' (SOED 1992). The immediate aim of the guidelines was to ensure that, 'Physical education should provide all pupils with opportunities to engage in purposeful and enjoyable physical activities' (SOED 1992 p3). This thesis is concerned to explore the underlying factors influencing the implementation of the guides for 5-14 CAS PE. By critically examining 'socialisation' based explanations for children's involvement in PE and sport, this research suggests that the existence of pupil cultures in PE classrooms presents problems for the implementation of policies in PE. The utilisation of an ethnographic approach, enables children's involvement in PE and sport to be understood from a cultural perspective and for theory to be elucidated from the daily patterns of behaviour of the individuals studied. The research is contextualised through a discussion of the theoretical literature emanating from 'Differentiation - Polarisation Theory', education reform, elitism in PE and the function of sport in society. This literature is compared with the findings of the ethnography to provide a critical perspective from which to examine the guidelines for 5-14 CAS PE. The study finds that differentiation in PE classes is associated with children's experiences of success and failure. It observes that the ability to succeed or fail during PE and sport relates to early processes of socialisation and the cultural capacity for children to make choices. This capacity is found to relate to children's 'ideas of self'. The thesis locates these ideas in a group context in PE classes and sports areas; where children are found to derive status from their involvement in PE and sport. This process commences at primary school where children least oriented to sport are found to be alienated from sport and PE and to develop values in conflict with the values of high status children, PE teachers and adults who organise sports activities.