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Article
Children’s wonder-initiated phenomenological research: A rural primary school case study
Studies in Learning, Evaluation, Innovation and Development (SLEID) (2009)
  • Shelley Kinash, Bond University
  • Michelle Hoffman
Abstract
This article presents research into an award winning case study of pedagogical school renewal. The case is set in a small, rural primary school in Queensland, Australia. The ordinary approach of a staff member and student from the local university spending time at the school as Visiting Teachers became extraordinary when the adults listened to the wonder of the children about their own history, culture and context, and then trusted the children to plan, carry-out and creatively present phenomenological research. The thirty-two children worked in four groups of eight; each group had children from Prep or Year 1 working alongside children from Year 6 or 7, as well as the Years between. As well as case study description, this article lists the project outcomes and evidence, and poses principles of transformative schooling.
Keywords
  • pedagogical school renewal,
  • Flagstone Creek State School,
  • small rural primary school,
  • wonder-initiated project
Disciplines
Publication Date
December 1, 2009
Publisher Statement
Published Version.

Kinash, S., & Hoffman, M. (2009). Children’s wonder-initiated phenomenological research: A rural primary school case study, Studies in Learning, Evaluation, Innovation and Development (SLEID), 6(3), pp. 1–14.

Access the publisher's website

2009 HERDC submission. FoR code: 1303

Copyright © Shelley Kinash & Michelle Hoffman, 2009.
Citation Information
Shelley Kinash and Michelle Hoffman. "Children’s wonder-initiated phenomenological research: A rural primary school case study" Studies in Learning, Evaluation, Innovation and Development (SLEID) Vol. 6 Iss. 3 (2009)
Available at: http://works.bepress.com/shelley_kinash/44/