Suchergebnisse

Children's role in the research process is often limited to a passive role as subject, recipient or object of data rather than as active contributor. The sociology of childhood considers children to be competent social actors and advocates for them to be recognised as such. This recognition is yet to filter into mainstream research agendas with children often remaining a passive provider to research that seeks to elicit their perspectives. This article presents an examination of the processes that children use when analysing their own qualitative research data as observed within a qualitative research project. It provides insight into the ability to increase the richness of data obtained when researching with children, by including their perspectives and contributions in the data analysis process. Children's capacity as capable and competent contributors to research beyond the more passive role of participant is described and the ways that children can have a greater participatory role in qualitative data collection and analysis processes are discussed.

Well‐being is a popularised and regularly considered aspect of an individual's life. Whilst frequently theorised across disciplines interested in childhood, children's perspectives on well‐being are often missing. This article presents children's views on well‐being, focussing on the extent they consider well‐being to exist after death or near‐death experiences. Through focus‐group discussion, children's conversations reflect their ability for deep philosophical, abstract thinking and contributing to clearer understandings of well‐being across different contexts. Children's pragmatic responses about death when considering well‐being provide a valuable contribution to understanding fear of death whilst arguing for collaborative approaches between adults and children when considering complex issues.

Wellbeing is an area that has gained increased global focus, particularly when considering children's lives. With the growing focus on children's wellbeing, it is apparent that this is an important aspect that is being considered in the policy and provision designed for children. The decision-making surrounding wellbeing provision for children typically occurs without the direct input of the children that these services are designed to benefit. With children's capacities being variably considered in wider society, opportunities for children to participate in decision-making on matters that affect them are often limited. The absence of children's perspectives on matters that affect their lives, such as wellbeing, reveal that adults may be missing a key perspective when seeking to understand and cater for children's wellbeing needs. This article outlines the results of a study that investigated how children aged 8 to 12 years of age (tweens) defined and conceptualised wellbeing. This article proposes that children can be included in the conceptualisation and development of policy and provision designed to benefit them and argues for increased presence of the voice and participation of children in wider societal initiatives.

Chapter 1. Setting the scene for children's rights and education: understanding the aims of education -- Chapter 2. Article 29 and its translation into policy and practice in scotland: an impossible right to education? -- Chapter 3. teaching and learning together": one model of rights-centred secondary teacher preparation in the United States -- Chapter 4. The educational rights of children with disability in Australia -- Chapter 5. Children's educational rights in Poland: policy, school realities and ideological tensions -- Chapter 6. Children's education: from a right to a capability -- Chapter 7. It takes a village to overcome school failure and dropout: innovative educational practices promoting children's educational rights in Portugal -- Chapter 8. The education of first nations children in Australian educational contexts: some children are more equal than others -- Chapter 9. Ability-grouping and rights-based education in the neoliberal era: an irresolvable combination? -- Chapter 10. Participation and social exclusion – are they mutually exclusive phenomena? -- Chapter 11. Education rights and the convergence of provision and participation -- Chapter 12. Small voices bring big messages. Experiences of student voice and inclusion in Spanish schools -- Chapter 13. Inclusive and exclusionary practices concerning a child's voice in preschool: the perspective of polish student teachers' experiences -- Chapter 14. How to recognise and support participation in schools — critical considerations -- Chapter 15 -- Children's human rights and intercultural education: curricular prescriptions and teachers' practices in Switzerland -- Chapter 16. Countering scepticism and mistrust towards children's rights within education: fulfilling article 29 in Mexico through teachers' training on human rights -- Chapter 17. Perspectivising children's rights and education in research: analysing the teaching and learning of children's rights on the basis of human rights education (hre) theory -- Chapter 18. Child rights knowledge and children's education rights. .

Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child's views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations about sexual orientation and gender identity and expression. Gender and sexuality are relevant in young people's daily lives as the Western world is increasingly acknowledging children's exposure, access and awareness to such knowledge. Even so, diverse sexes, genders and sexualities are still largely considered taboo and controversial in formal schooling contexts. Emerging tensions in contemporary education practices related to diverse sexes, genders and sexualities due to pervading opinions about its appropriateness need interrogation and discussion. Conceptualisations of childhood innocence and heteronormativity are used to analyse tensions between the Convention and the reality of the complexities involved in actualising children's rights in this context of diversity. Through its general principles, a way forward is offered to value and embrace the rights of children to learn about diversity in safe and inclusive educational environments.

This paper posits the need to align child participation principles and the emerging field of digital pedagogies. Informed by a contextualisation of children's participatory rights in contemporary technologically enhanced classrooms, the challenges of facilitating Voice Inclusive Practices are explored. Education is experiencing unprecedented change, particularly in the area of digital pedagogies, student engagement and voice. Such developments necessitate a participatory, Voice Inclusive Practice model relevant to contemporary education contexts where digital pedagogies are engaged. The potential of digital spaces in education will only be fully realised when student perspectives are included in the planning and implementation of digital pedagogies.