Working Title: The Role of Voice in the Pursuit of Just Schooling<\/p>\n
Working Foci:<\/p>\n
lynn voice of the physically disabled<\/p>\n
katie voices of parents of children with disabilities in policy making<\/p>\n
kelly \tmultiple voices within publication<\/p>\n
how does \u201cvoice\u201d express itself<\/p>\n
using voice in educational research<\/p>\n
penny voice, schooling, and middle school children<\/p>\n
academic engagement of middle school students<\/p>\n
go to the learners, are you engaged, how are you engaged<\/p>\n
cr\tinterrogating career: consideration of personal voice<\/p>\n
shared meanings, shared spaces, the transactional effects of sharing personal voice<\/p>\n
moderator and discussant<\/p>\n
Ricardo Johnson, III<\/p>\n
I’ve been thinking about how we might put our syposium together (as organizer). Several years ago, I saw a symposium that I really liked. Rather than have each person go through their papers “in order,” each person in turn went through a section of their papers a section at a time. That way, the audience saw a broader view of the approach as well as a sharing of the deeper content. This would also give our moderator and discussant an very useful introductory and commenting role. Plus, he wouldn’t have to figure it all out – some of the order and content would be predetermined.<\/p>\n
What if we approached each of our papers in this fashion, the trick being could we all agree that we could more or less address the following sections… .<\/p>\n
overview – where did the idea for the research come from, where does the research fit within my professional ouvre<\/p>\n
rationale – why did I want to focus on the issue of “voice”? why I chose my particular approach to “voice” (method)<\/p>\n
the voices themselves – who were they, how did I listen, what did i collect, how did I analyze<\/p>\n
observations\/findings – what were the outcomes\/results\/observations\/shared realities of my work<\/p>\n
What do you think? Could each of us organize our papers in this way?<\/p>\n
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