Displaced children and teacher education

: Towards a pedagogy of listening

Abstract

This thesis combines Freire’s (2000) and Schultz’ (2003) shared principles in a methodology that promotes an inclusive approach to the education of learners who have been forcibly displaced from their home countries, such as refugees and asylum seekers. It advocates the fostering of educators’ critical consciousness through listening, to create a more just and equitable education for them. With the aim of informing a direction of thought for teacher educators, it develops a deeper understanding of the role of listening in successful pedagogy. It advocates a bottom-up approach to teaching that places the displaced child at the centre, removing barriers to their learning.

It begins with a discussion of some of the key principles of Freire's critical pedagogy, including the idea of conscientization through dialogue. It then introduces Schultz's listening framework, which focuses on the importance of listening as a means of engaging with learners and creating meaningful connections across differences. It emphasises the importance of listening and critical reflection in the process of teaching and learning. It focuses on the ways in which listening and dialogue can inform educators’ approaches to teaching and learning.

The study draws on qualitative research, including interviews with educators who have worked with displaced children; higher education tutors teaching on a BA with qualified teacher status and first year undergraduates training to be primary school teachers. The findings advance listening as a powerful component of inclusive education, that it can facilitate the development of critical awareness, enabling educators to engage with diverse perspectives and to cross ‘boundaries of difference’ (Schultz, 2003:10).

Date of Award	16 Aug 2024
Original language	English
Awarding Institution	University of Winchester
Supervisor	Wayne Veck (Supervisor) & Louise Pagden (Supervisor)