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At a time of significant local, national, and international change, in which children are already actively involved, it seems not only right but necessary that we should be seeking to further our knowledge and understanding of what informs and shapes meaningful and effective practice for and with children. Such research has implications across the spaces that children and adults share whether that is at school, at home, in the law courts, in health care through to local, national, and international platforms for social action. Establishing Child Centred Practice in a Changing World, Part B extends the conversation to connect research and practices in a changing world. This edition examines children's voices in relation to research methodologies, in particular co-production, as well as extending conversations around child centred practice from forest schools to the home through to community change initiatives that further understandings of what it means to be a learner and an advocate. Authors from around the world offer a range of perspectives to advance transformational practice in a changing world. Furthering dialogues around the applied relevance of key principles in childhood studies, this diverse edited collection is an important contribution to the fields of education, sociology, childcare and youth policy and practice.

This book promotes the potential for children to advocate for themselves. Providing five simple steps, it demonstrates how to create an environment in which the authentic voice and opinions of the child are heard and to build platforms to help amplify that voice

Street wise : a course -- Introduction -- Summary of sessions -- Getting a course started -- Adaptability -- Session 1: Young people and society -- Session overview -- Introduction to session 1 -- Society and you -- Stereotypes -- Young people as a threat -- Breaking down barriers -- What is respect -- Showing respect -- Session 2: Right and wrong -- Session overview -- Introduction to session 2 -- Is right and wrong fixed or flexible? -- The ingredients : what makes something right or wrong? -- Feelings -- Recognising other people's feelings -- Session 3 it's a crime -- Session overview -- Introduction to session 3 -- Putting forward your point -- The point of the criminal law -- Spot the crime -- Impact of crime on the offender -- Enforcing the law -- Session 4: Street law -- Session overview -- Introduction to session 4 -- Antisocial behaviour -- Stop and search 1 -- Stop and search 2 -- Arrest -- Arriving at a police station -- Session 5: Citizenship in practice -- Session overview -- Introduction to session 5 -- Course re-cap -- A crime is committed -- Search and find -- Arriving at the police station -- Advising your client -- Police interview -- Course conclusion

Theorists in the UK have offered a new perspective through which to understand the interrelationship of the individual within the structure of the family. This volume's desire is to re-apply such thinking in the context of children's lives in the family.

This edited collection draws together a variety of contexts of contemporary childhoods, linking thinking from Canada with spaces in the UK and Sweden. The contributors explores the discourses that shape those childhoods and how this then impacts on the way that children come to experience their everyday lives. The aim of the book is not to reflect the entirety of childhood experience but to draw off particular expertise that shine a light into partial, yet significant areas of children's lives, with the contributions engaging with a range of voices and perspectives. As a result, the collection advocates the need for childhood studies to zoom out from a predisposition to isolate the child, which has been seen as a necessary part of conceptualizing childhood. As a result, the book focuses on a 'context' for childhoods through a consideration of both structure and agency, and through this seeks to recognise the interconnected nature of the arenas within which children live their everyday lives. A range of themes are covered, including the education system, identity within the home, suicide in communities, and younger children's 'political' engagement and sense of belonging. Contextualising Childhoods will be of interest to students and scholars across a range of disciplines, including sociology, law, and education.

This paper compares children's participation rights in England and in Canada. It argues that the increasing participation of children in English policy and legislation is linked to research and publishing from those working in the new paradigm of the social study of childhood. We consider that one effect of the relatively low take up from Canadian academics in this sub-discipline may be one reason as to why child participation has somewhere to go in Canada. We describe an undergraduate program that has recently added a Child Advocacy Certificate or Diploma, and contend that undergraduate education grounded in the new paradigm can positively impact advocacy and participation, as well as feeding into wider societal understandings of childhood.