Show simple item record

dc.contributor.authorKitchen, Rebecca Jane
dc.date.accessioned2017-10-25T10:59:51Z
dc.date.available2017-10-25T10:59:51Z
dc.date.issued2017-10-03
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/267923
dc.description.abstractStudents who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.
dc.language.isoen
dc.rightsNo Creative Commons licence (All rights reserved)
dc.rightsAll Rights Reserveden
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/en
dc.subjectethnic minority students
dc.subjectgeographical knowledge
dc.subjectpost-14 subject choices
dc.subjectGCSE
dc.subjectA level
dc.subjectgeography
dc.subjecteducation
dc.subjectintersectionality
dc.subjectsubject choice theory
dc.subjectcollage
dc.subjectcritical incident charts
dc.subjectsemi-structured interviews
dc.subjectstudents as researchers
dc.subjectformal experiences of education
dc.subjectinformal experiences of education
dc.subjectcase study
dc.subjectgirls' grammar school
dc.titleHow do ethnic minority students represent geographical knowledge? Exploring the stories that relate to representations and link with post-14 subject choices.
dc.typeThesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnameDoctor of Education (EdD)
dc.publisher.institutionUniversity of Cambridge
dc.publisher.departmentEducation
dc.date.updated2017-10-25T10:41:49Z
dc.identifier.doi10.17863/CAM.13858
dc.publisher.collegeHomerton
dc.type.qualificationtitleDoctor of Education
cam.supervisorTaylor, Elizabeth
rioxxterms.freetoread.startdate2017-10-25


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record