The overall context for this work is that of the increased attention that has been focussed on school singing through the government’s £40m National Singing Programme. A significant issue of inclusion arises through boys’ self-policed exclusion from singing. This paper draws on the author’s work with young subjects who have a vested interest in identity protection as young male singers positioned within discourses such as “real boys don’t sing” or “singing is for gays”. These boys face the choice, through this work context, of on the one hand being peer educators and role models for encouraging other boys to sing or, on the other hand, maintaining the secret, underground identity that has served them well as a self-protection strategy. The paper explores the ethical, methodological and epistemological dilemmas raised when the uniqueness of a project pushes the boundaries of conventional research governance.
|Publication status||Published - 2009|
|Event||British Educational Research Association (BERA) Conference - University of Manchester, United Kingdom|
Duration: 2 Sept 2009 → 5 Sept 2009
|Conference||British Educational Research Association (BERA) Conference|
|Period||2/09/09 → 5/09/09|
- Secondary Education