Using Journaling and Autoethnography to Create Counter-Narratives of School Exclusion in Britain

In the chapter, ‘Using Journaling and Autoethnography to Create Counter-Narratives of School Exclusion in Britain’ (Ch26), Helen Woodley describes how she initially sought to give excluded pupils a voice, in the hope that she could put their views to policy-makers and, consequently, convince them to make appropriate adjustments to decisions that affect such pupils. As part of the process, Helen was also exploring ways to collect data without disrupting class activities. This led to her choosing to write field notes, then to more reflective writing and eventually to journaling. Initially this was a way of recording, reflecting and analysing in narrative form but it became a means of self-discovery. Her chapter offers insights into the way this method can be adopted by others