Practices/7, Wales: Foregrounding Relationships in Classroom Practices Framing Children’s Learning: Case Studies from Two Primary School Classrooms in Wales

2019 ◽  
pp. 107-123
Author(s):  
Carolyn Morris
Keyword(s):  
Primary School ◽  
Case Studies ◽  
Classroom Practices ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Understanding primary school children’s learning on addition of fractions

2020 ◽  
Vol 1613 ◽  
pp. 012046
Author(s):  
Nor’Arifahwati Haji Abbas ◽  
Masitah Shahrill ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Primary School ◽  
Children’S Learning ◽  
Children's Learning

Pain with Punishment and The Negotiation of Childhood: An Ethnographic Analysis of Children's Rights Processes in Maasailand

Africa ◽  
2009 ◽  
Vol 79 (2) ◽  
pp. 282-302 ◽  
Author(s):  
Caroline Archambault
Keyword(s):  
Child Abuse ◽  
Primary School ◽  
Corporal Punishment ◽  
Children's Rights ◽  
Children’S Rights ◽  
Social Significance ◽  
School Settings ◽  
Children’S Learning ◽  
Ethnographic Analysis ◽  
Children's Learning

Children's rights activists contend that corporal punishment in schools is a form of child abuse which hinders children's learning. Yet most parents and teachers in Maasailand, Kenya consider corporal punishment, if properly employed, to be one of the most effective ways to instil the discipline necessary for children to learn and grow well. Responding to calls for a more empirical anthropology of rights, this article provides an ethnographic analysis of the practice of corporal punishment in domestic and primary school settings, exploring its pedagogical, developmental and social significance, and illuminating its role in the production and negotiation of identities and personhood.

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