EdD Student Profile
| |
Kevin Wright
The
Moray House School of Education,
The University of Edinburgh,
Holyrood Road,
Edinburgh EH8 8AQ
Scotland, UK
 Email:
kevin.wright@education.ed.ac.uk |
. |
.
|
Project
Title:
How,
and to what
extent, are
the understandings
and interpretations
of inclusion
held and made
by teaching
staff in Scottish
schools nuanced
by the rhetoric
of inclusion
promoted by
official policy
and publications,
post the Education
(Additional
Support for
Learning) (Scotland)
Act 2004
Supervisors:
Dr Shereen Benjamin
Research topic:
Whilst the psychological and
social characteristics of special education have been considered, along
with the influence of policy and politics, the influence of language is
an area that has been somewhat overlooked and generally neglected. Hence,
currently there is a gap in our knowledge within Scotland and a significant
need to understand how the dominant official discourses in Scotland relate to
teacher discourses. I am interested in what part language, terminology and discourse
play in the construction of educational need, of difference and of difficulty.
My own research takes the form of Critical Discourse Analysis and will consist
of two connected strands. One strand will be to explore and interpret texts
in the form of official policy and publications produced after the Education
(Additional Support for Learning) (Scotland) Act 2004. The second strand will
be to explore and interpret texts of teachers' talk generated through an ethnographic
methodology.
Professional experience:
I taught
for 13 years in both mainstream and special education
in nursery, infant, primary and secondary sectors
in Scotland. I am currently a lecturer in Primary
Education at the University of Edinburgh teaching primarily on BEd
Primary and PGDE
Primary Programmes. I am also Programme Co-ordinator for the MSc
Inclusive and Special Education as well as Depute Co-ordinator for the BEd
Primary Programme.
Publications:
Wright, K. (2008
) 'Researching the views of pupils with multiple and complex needs. It is worth doing and whose interests are served by it?'
Support for Learning, Vol. 23(1), pp. 32-40.
|
|
|
|
|
