Kaleidoscope: An exploratory study to support children’s progression in and through the Capabilities during primary school education

Whelan, Siobhán (2025) Kaleidoscope: An exploratory study to support children’s progression in and through the Capabilities during primary school education. Ed.D thesis, University of Glasgow.

Abstract

The image above, [p. ii] encountered in my history textbook when I was 15 years old, has remained etched in my memory. Although the context escapes me, I remember writing the words 'Born free, in chains to be', and wondering if any of us are ever free. I never imagined that, almost four decades later, I would find myself actively working to broaden an individual's opportunity to be free by exploring ways of enhancing their choices and opportunities through a consideration of personal potential and capacities.

The inspiration for this Dissertation stems from an integration of personal and professional experiences. As shared above, my 15 year old self wondered about freedom, and this thought, together with feelings of not really belonging to this world, periodically revisit me like old and unwelcome acquaintances. During my EdD studies, I questioned the reliance on standardised tests in literacy and numeracy to gauge a child's educational progress. I was reminded of the quote from the TV show The Prisoner, 'I am not a number, I am a free man', and the responding derisory laugh from the interrogator. This concern was heightened by an interaction with a seven year old student that I share in Chapter One. It is my belief that an educator's view of a child should mirror a kaleidoscope, a dynamic whole that changes with every interaction. The purpose of education is to nurture children's development so that their personal kaleidoscope evolves in a manner that maximises their potential for a flourishing life in a flourishing world. This belief influenced my time as a special education teacher when I developed skills based individualised programmes for children with complex needs, programmes unavailable through Irish education policy. I was privileged to receive encouragement from our school inspector who engaged in discussions about this approach and advised me to broaden its reach, prompting my EdD journey.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education; L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Hedge, Professor Nicki and Slade, Professor Bonnie
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-85232
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 20 Jun 2025 08:51
• Last Modified: 20 Jun 2025 09:15
• Thesis DOI: 10.5525/gla.thesis.85232
• URI: https://theses.gla.ac.uk/id/eprint/85232