Study On Lived Experience Of Disadvantaged Students In Class

Studies of disadvantaged children are mostly concentrated on by psychologists and sociologists. Scholars in psychology usually focus on specific issues of disadvantaged children like learning adaptability, bullying and parent-child relations through case studies or experimental researches, while those in sociology often regard these children as societal productions, thus explore how hidden social contexts shaped disadvantaged children by applying analytic and critical approach. This paper attempts to holistically disclose these children's living experiences in schooling from their own perspectives, employing the methodology of descriptive phenomenology.Chapter one briefly illustrates the research background and motivation, objectives and questions, and methods.In Chapter two to five, the author detailedly reveals some disadvantaged children's subjective experiences within the dimensions of'relation' and 'self-knowledge'. Specifically speaking, Chapter two, Chapter three and Chapter four respectively describe their experiences in peer relations, child-teacher relations and individual-life-space relations. Chapter five presents case children's voices towards school, parents and themselves.Chapter six discusses the child-study action research with teachers in M Elementary School, and reflects the contribution and value of schooling for children's all-round development. Finally, Chapter seven provides the conclusions and reflection.The main discoveries of this paper are as followings:1. The children's thoughts and behaviour were dominated by adult influence, including that of their parents and teachers. This adult interference caused circumstances to deteriorate further.2. Disadvantaged children are more often the result of the current educational system than of their own incapabilities.3. Teaching as child-study is the fundamental turning point of reconstructing education benefical for these children.