Suchergebnisse

This paper considers dilemmas around 'value' and the 'valuing' of children and childhood(s) in schools. I argue that in neo‐liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self‐regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.

AbstractSocial work understanding of children's citizenship has received little analysis and traditional models tend to view children as passive recipients of care or welfare, rather than as active meaning makers. This is particularly so for looked after children. In contrast, we draw upon the work of Pierre Bourdieu to develop a model of understanding children's citizenship that on the one hand accounts for the structural flow of governance from modern welfare states that shape children's lives, while recognising the agency and capacity for action among children. This article applies the model to those in the care system. To capture the everyday agency of children, we build upon Bourdieu's notion of habitus with ideas of lived citizenship, as defined by Delanty and Lister, and recognition theory classically outlined by Honneth. Furthermore, we contribute to the existing work on habitus to develop a model adapted from the pragmatism associated with the work of Boltanski. In so doing, analysing the critical and justificatory account making of children themselves, social workers are able to engage positively with all children by drawing on a variety of their social worlds.

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a 'good' childhood, and children's 'need' for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children's everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children's everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.

Given the changing patterns of immigration in the Republic of Ireland in the past 10 years, this article considers how factors related to ethnic and gender identity mediate children's interaction with one another in a newly multi‐ethnic Irish primary school. Central to the analysis is the exercise of power between children and how the experience of inclusion and exclusion in peer relations is underpinned by concepts of sameness/difference that draw upon wider discourses of ethnic and gender identity. Recommendations in relation to classroom and school practice are made with reference to the need for teachers to take account of the complexity of children's social worlds and the dynamics of power and control that operate within it. Copyright © 2006 The Author(s).

Intro -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Chapter 1: Exploring Coastal Societies and Knowledge in Transition Across Generations -- 1.1 Coastal Communities in Transition -- 1.2 The Changing Values of Education and Knowledge -- 1.3 Education, Knowledge, and Sustainability -- 1.4 Researching Children and Young People: Theoretical Perspectives -- 1.5 Methodology -- 1.6 Mapping the Chapters of This Volume -- References -- Chapter 2: Coastal Communities Past, Present, and Future? The Value of Social and Cultural Sustainability -- 2.1 Introduction -- 2.2 Conceptualising Sustainability -- 2.2.1 Sustainable Development -- 2.3 Sustainability in Small Coastal Communities -- 2.4 Challenges of Coastal Sustainability and the SDG Agenda -- 2.4.1 Social and Cultural Sustainability - A Relational Intergenerational Approach -- 2.4.2 Bringing Culture In -- 2.5 Cultural Heritage and Collective Social Memory -- 2.6 Local Knowledge Transmission -- 2.7 Justice and Sustainability -- 2.8 Valuing the Past, Sustaining the Future? -- References -- Chapter 3: Growing Up in a Norwegian Coastal Town in the Nineteenth Century: Work and Intergenerational Relations -- 3.1 Introduction -- 3.2 Intergenerational Relations and Child Work -- 3.3 Shipping Industry in Porsgrunn in the Nineteenth Century -- 3.4 Young Boys at Sea -- 3.5 Changing Businesses and Child Work in Porsgrunn -- 3.6 Child Work and Intergenerational Relations on Shore in Porsgrunn -- 3.7 Work, Education and Intergenerational Relations in a Pre-modern Coastal Community -- References -- Chapter 4: `I´m Treading Water Here for My Generation´: Gendered and Generational Perspectives on Informal Knowledge Transmiss... -- 4.1 Introduction - Local Knowledge in Coastal Contexts -- 4.2 Setting the Coastal Context: The Transition from Working Childhoods to Educational Trajectories.

AbstractThis paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices.

Purpose
This paper aims to discuss the construction of two composite indices to assess children's experiences with violence and peace in primary schools in Sierra Leone.


Design/methodology/approach
The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices.


Findings
Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children.


Originality/value
The indicator presented is the first to combine children's experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.

AbstractThe question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post‐humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non‐human beings such as rivers, trees, animals and insects, however, these perceptions should be carefully placed within the local socio‐economic context of poverty and social hierarchy.