Learning walks: making sense of school through prompts from the physical environment

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Abstract

This article explores the use of learning walks with children as a participatory research method to make sense of school experiences through prompts from the environment. The method was utilised as a tool to build relationships with the research participants and provide insight into their experiences of school. Seven children learning English as an additional language (EAL) participated in three learning walks and debriefing activities. Key concepts from Laura Lundy’s
participation model (2007) were utilised to elicit and amplify children’s voices. The learning walks offered space and time for dialogue outside of the classroom and pedagogic structure, an audience that informed the research and influence
communicated back to teachers. Children’s experiences of school included accounts of language, belonging and relationships with peers and adults. Offering children the tools and conditions to explore and share their experiences leads to empowerment and a sense of being ‘seen’ within school contexts.
Original languageEnglish
Number of pages12
JournalInternational Journal of Research and Method in Education
Early online date12 Apr 2024
DOIs
Publication statusE-pub ahead of print - 12 Apr 2024

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