Osnovna šola iz perspektive učencev - Vincek, Vida (2019)
V diplomskem delu sem se osredotočila na perspektivo učencev v osnovni šoli. Osnovna šola je prostor, kjer učenci preživijo devet let svojega življenja. V tem obdobju odraščajo, se razvijajo in oblikujejo svoje osebnosti. Torej je osnovna šola prostor, ki pomembno vpliva na njihov razvoj. V času opravljanja študijske prakse in prostovoljnega dela sem ob stiku z učenci opazila, da se v šoli ne počutijo dobro in da je njeno delovanje zanje ogrožajoče in škodljivo. Ugotovila sem tudi, da osnovna šola ne sliši oziroma niti ne želi slišati glasu svojih uporabnikov. Zato se mi je zdelo pomembno s svojo raziskavo omogočiti glas učencev v šoli. Zanimalo me je kako učenci doživljajo osnovno šolo, kako se v šoli počutijo, koliko imajo vpliva na dogajanje v šoli, kakšni so njihovi odnosi z zaposlenimi in kaj jim šola kot vzgojno-izobraževalna institucija ponudi. Raziskava, ki sem jo izvedla je bila kvalitativna, empirična in eksplorativna. Vzorec, ki sem ga izbrala priročno in namensko, je zajemal 12 učencev devetega razreda ene izmed Ljubljanskih osnovnih šol. Podatke, ki sem jih dobila sem obdelala kvalitativno s pomočjo kodiranja. Rezultati raziskave so pokazali, da se učenci v šoli ne počutijo dobro. Šolo kot skupnost zaznavajo predvsem zaradi pripadnosti skupini sovrstnikov. Ne predstavljajo si kako naj bi delovala skupnost, ki bi zajemala vse akterje v šolskem prostoru. V šoli učencem ni omogočena osebnostna rast oziroma je ta možnost dana zgolj učno uspešnim učencem. Na dogajanje v šoli učenci nimajo vpliva in so se s tem sprijaznili. Odnosi učencev z zaposlenimi so s strani učencev zaznani kot enosmerni ali ogrožajoči. Večina učencev šolo doživlja kot prostor, kjer so izpostavljeni discipliniranju in podrejanju zaposlenim. Učenci si v šoli sami zagotovijo dobro počutje z dejavnostmi, ki si jih izmislijo in nimajo nobene zveze s poukom. Rezultati raziskave so pokazali, da ima šola veliko lastnosti totalne institucije kot jo opisuje Goffman (1961) in da so učenci v šoli žrtve institucionalnega nasilja. In my thesis, I focused on the perspective of students in elementary school. An elementary school is an institution where students spend nine years of their lives. During this period, they grow up, develop and shape their personalities. An elementary school is a place that greatly influences the development of students. In the time I spent in elementary school as a part of my study practice and voluntary work, I was in direct contact with students and I noticed that students do not feel good at school. Life in school is threatening and harmful to them. I also observed how the elementary school does not listen to the voice of its users. That is why I decided to provide the voice of students at school with this research. I was interested in how students are experiencing elementary school, how they feel at school, how much influence they have regarding school activities, what are their relationships with employees and what kind of knowledge or experiences the school offers them as an educational institution. The research I carried out was qualitative, empirical and explorative. I used a qualitative method including coding in order to analyze the collected data. Data research shows that students do not feel well at school. Students perceive school as a community primarily because of the belonging to a group of peers. In school, students do not have the possibility for personal growth, or this option is given only to students with good grades. At school, students do not have the ability to affect school activities. Students relationships with employees are perceived as one-wayed or unsafe. Most students experience school as a place where they are exposed to restraining and subordination to employees. In school students provide themselves a feeling of well-being by various activities they have invented in no relation to class lessons. The results of the research thus showed that there are various similarities between elementary schools and total institutions described by Goffman (1961) and that students at school are victims of institutional violence.