PLACE ON STUDENTS ’ IDENTITY, PEDAGOGY AND LEARNING, VISUALLY

Inclusion in education is based on the premise that given the right educational opportunity and support, every student can achieve to his/her optimum level. This paper reports a study of 50 Junior Secondary Students’ experiences of schooling using phenomenon auto-driven photo elicitation approach. The paper examines issues of school place in relation to identity, pedagogy and learning that constitute important determinants of inclusive education. Two themes, spaces of learning and identity explain the connectivity of place characteristics to students ’ general experiences of schooling. The strengths and weaknesses of the research approach are also discussed