Graffiti in the playground

: Exploring the identities and aspirations of marginalised children through arts-based Co-Creation

Abstract

The present research utilised an ABR research (ABR), Co-Creation approach to investigate and gain insight into the identities and aspirations of 17 primary school-aged children from marginalised backgrounds. The thesis is presented as a collection of three research papers focusing on the identity and aspirations of marginalised children through the creation of a graffiti-style mural, the advantages of using an ABR graffiti approach with children marginalised through having English as and additional language and special educational needs, and the benefits of collaborative supervisor and supervisee ABR research respectively. Data were generated through drawing, designing and spray painting a large, collaborative, graffiti-style mural, recorded and transcribed discussions with participants and between the supervisor and supervisee, fieldnotes, and a reflective journal. The data were analysed using multimodal discourse analysis through an interpretivist perspective.

The present research utilised an arts-based research (ABR), Co-Creation approach to investigate and gain insight into the identities and aspirations of 17 primary school-aged children from marginalised backgrounds such as having English as an additional language (EAL) or special educational needs (SEND). The thesis is presented as a collection of three research papers focusing on (I) the identity and aspirations of marginalised children through the creation of a graffiti-style mural; (II)the advantages of using an ABR graffiti approach with marginalised children; and (III) the benefits of collaborative supervisor and supervisee ABR research respectively. Data were generated through drawing, designing and spray painting a large, collaborative, graffiti-style mural, conversations with participants and between the supervisor and supervisee were recorded and transcribed, fieldnotes, and a reflective journal contributed to understanding the research questions. In addition, the data were analysed using multimodal discourse analysis through an interpretivist perspective.

The purpose of Study I was to gain insight into the developing professional aspirations and identities of marginalised children. The premise of the research design was around UK university outreach programmes and how and who they engage with to widen the participation of students from marginalised and underrepresented groups. Related research in the field suggests that government policy makers attribute low participation of marginalised groups in HE to a lack of aspiration. University outreach activity appears to focus on and encourage the participation of secondary and sixth form students perceived as already capable of and committed to entering higher education institutions (). Outreach activity appears to miss opportunities to engage with those genuinely marginalised and most underrepresented in UK HE when their identities and aspirations are still developing, and pathways remain open and unrestricted. The study utilised an ABR, co-creative approach to design and paint a graffiti-style mural with a group of children from marginalised backgrounds at a primary school in the South-West UK. Data from the study suggest that to genuinely widen participation of marginalised communities in HE institutes, outreach activity should work with and gain insight into the aspirations and identities of children from underrepresented groups younger than those currently targeted.

Study II’s research design, based on the same premise as Study I, suggests that co-created large-scale artworks can engage children from marginalised and underrepresented groups to explore topics such as aspiration. The findings suggest that the use of large-scale, co-created public artworks, such as a graffiti-style mural, allow participants to voice topics such as aspiration in a public arena. The public display of such artworks may have a long-lasting impact, increasing the self-esteem and self-actualisation of those from marginalised communities. Data from this research suggest that outreach activity, such as this project, supports primary school-aged children in an awareness of the choices and opportunities they have open to them. By introducing choices and opportunities at an early age, this affords young learners to work towards achieving their aspirations.

For Study III the relationship of the doctoral supervisor and author of this thesis was examined when they collaborated on the ABR Co-Creation research project to paint a graffiti-style mural to gain insight into the identities and aspirations of primary school-aged children as explored in Study I. Current literature implies that there is a plethora of advantages for a supervisee in a mentor and mentee-style supervisory model in postgraduate research. This study supports this claim but adds that doctoral supervisors can also benefit by placing value on the skills, knowledge and experience that doctoral candidates contribute. Analysis of the data from this study suggest that a supervisory partnership based on guided freedom and Co-Creation methods supports research of an innovative nature and develops those involved in doctoral level in a more holistic manner. Furthermore, the study argues that doctoral collaborative partnership models support and equip early career researchers in the continuation of their ability to contribute to knowledge in their respective fields.

The thesis provides an original contribution to ABR research methodology through its novel approach of using co-created graffiti. This ABR method is used to explore relevant topics, such as the aspirations of marginalised communities. It contributes further knowledge to the literature surrounding the identities and aspirations of children from marginalised communities. Finally, from a theoretical perspective, the thesis contributes to literature related to doctoral supervisory relationships involved in arts-based Co-Creation research. The practical implications, resulting from the research outcomes have led to recommendations for HE institutes departments involved in creating and delivering outreach activity designed to widen the participation of those marginalised and most underrepresented in UK HE. Furthermore, the practical implications emerging from an understanding of doctoral supervisory partnerships involving ABR research have led to recommendations that support the development of both candidate and supervisor.

Date of Award	26 Jun 2024
Original language	English
Awarding Institution	University of Bath
Supervisor	Gail Forey (Supervisor) & Lizzi Milligan (Supervisor)