scholarly journals What is the Student Participation at the Time of Artists’ Presentations in Primary Schools?

2010 ◽  
Vol 11 ◽  
pp. 99-114
Author(s):  
Myriam Lemonchois
Keyword(s):  
Primary Schools ◽  
Point Of View ◽  
Educational Problem ◽  
Research Project ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Adults And Children ◽  
Children's Participation ◽  
To Receive

Many definitions of participation exist. How do children participate in artistic projects? This article presents a research project on children’s participation in a project entitled « Libres comme l’art. » This project allows Montreal primary schools in a selected environment to receive artists in residence. These residences are significant projects, because they establish long-term situations where adults and children have to make creative decisions together. The research will thus approach a contemporary educational problem (children’s participation), in agreement with the Convention on the rights of the child adopted in 1989, from the point of view of children on their own participation.

Taking Part, Joining in, and Being Heard?

2020 ◽  
pp. 475-494
Author(s):  
Perpetua Kirby ◽  
Rebecca Webb
Keyword(s):  
Primary Schools ◽  
Specific Reference ◽  
School Life ◽  
Children’S Participation ◽  
Using Data ◽  
Children's Participation ◽  
The Voice

This chapter explores how Article 12 and the voice of the child are implemented. The chapter does so by making specific reference to ways in which children express themselves within two different English primary schools. The chapter introduces Article 12 as a commitment to giving due attention to children’s experiences. Using data vignettes, the chapter illustrates the value of paying attention to children by focusing on the micro moments of everyday school life. The chapter argues that children’s participation is necessarily political, suggesting that participation must be read as such and demonstrating how it is often subsumed within powerful dominant schooling discourses of conformity within different governmental climates that are regarded as beyond politics. The chapter identifies limited possibilities for transformation in the study’s research sites, discussed in terms of children achieving agency and enacting their own subjectivities. This is apparent even within the less coercive ethos of a school participating in the Rights Respecting Schools Initiative (UNICEF). The chapter argues that in order to open up possible transformational participatory spaces, adults in schools need to require opportunities to reflect together on the tensions within their own educational contexts and between supporting children’s participation and their conformity to wider schooling discourses. The chapter suggests that the provision of such opportunities will help to keep a focus on listening to children in line with the ambitions of Article 12.

scholarly journals Små barns medvirkning i samlingsstunder

2012 ◽  
Vol 5 ◽  
Author(s):  
Brit Johanne Eide ◽  
Ellen Os ◽  
Ingrid Pramling Samuelsson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Circle Time ◽  
Childhood Education ◽  
The Core ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Children's Participation

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.

scholarly journals Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

2018 ◽  
Vol 71 (1) ◽  
pp. 33-50
Author(s):  
Ewa Jarosz
Keyword(s):  
Social Development ◽  
Rights Of The Child ◽  
The Social ◽  
Children’S Participation ◽  
Children's Participation

AbstractCurrently, children’s participation is one of the most promoted ideas of the social development. As mentioned in several resources, the Convention on the Rights of the Child has its roots in Janusz Korczak’s philosophy of a child and relations between a child and an adult and his pedagogy. The most fundamental Korczak’s thoughts, listening to a child and giving respect to his or her opinion, are well-known pillars of the contemporary children’s participation idea. However, there are much more Korc­zak’s inspirations that can be recognised in the current discourse about children’s participation. The paper shows and considers these inspirations, and on this basis some meaningful aspects of the idea of participation are presented.

scholarly journals SOCIAL AND LEGAL DISCOURSE OF CHILDREN’S PARTICIPATION IN DECISION-MAKING IN POLAND AND RUSSIA: COMPARATIVE ANALYSIS

2020 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
KRYSTYNA HELAND-KURZAK ◽  
ALEXANDRA FILIPOVA
Keyword(s):  
Decision Making ◽  
Comparative Analysis ◽  
Search Process ◽  
The Core ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Participation In Decision Making ◽  
Legal Policies ◽  
Children's Participation ◽  
The Right

This article draws attention to online discourse of children’s participation in decision-making. The participation of children is located in one of the core principles of the Convention on the Rights of the Child (CRC). This study examines the right of the child to express his/her opinion and the participation of the child in matters affecting his/her interests. This paper aims to compare Poland and Russia results in the search process in the Google global search engine, level from 2004 to 2019 using Google Trends. We discover that there are connecting discourses among legal policies in Poland and Russia. There are also differences between clusters of arguments about existence of children’s rights in practice. ice.

scholarly journals Integrating Children and Youth Participation into Resilience Planning

2018 ◽  
Vol 5 (1) ◽  
pp. 173-199
Author(s):  
Victoria Derr ◽  
Maria Sitzoglou ◽  
Tuline Gülgönen ◽  
Yolanda Corona
Keyword(s):  
Children's Rights ◽  
Children’S Rights ◽  
Children And Youth ◽  
Urban Resilience ◽  
Rights Of The Child ◽  
Wide Range ◽  
Children’S Participation ◽  
Wide Scale ◽  
Children's Participation ◽  
Diverse Nations

Article 12 of the United Nations Convention on the Rights of the Child of 1989 places obligations on States to provide opportunities for children to express their opinions and to have these opinions be taken seriously in matters that affect their lives. While many studies from around the world have shown that children and youth can meaningfully participate to inform a wide range of issues, wide-scale implementation of children’s participation and thus the realization of children’s rights, is still not widely achieved. In the context of planning for urban resilience, three cities in three diverse nations approached integration of children and youth into resilience planning, with varying success. While each city was able to support children’s voicing of perspectives facilitators also struggled with how to authentically integrate youth voices into a new realm of planning—for urban resilience. This article thus shares the approaches and objectives from each city and reflects on what can be learned from these experiences when trying to integrate children and youth opinions and perspectives into community planning, particularly when guided by international frameworks or agendas. While each city has some success in realizing children’s rights to participate, to a certain extent, lack of municipal frameworks for participation and lack of knowledge about and support for children’s participation among municipal leaders inhibited the realization of children’s participation.

What Helps in Help? A New Look at Help for Women in Deep, Long-Term Economic and Social Deprivation

2003 ◽  
Vol 84 (2) ◽  
pp. 169-178 ◽  
Author(s):  
Michal Krumer-Nevo
Keyword(s):  
Grounded Theory ◽  
Social Deprivation ◽  
Narrative Research ◽  
Point Of View ◽  
Narrative Approach ◽  
Self Awareness ◽  
To Receive ◽  
New Look

The capacity of women who live in deep and long-term economic and social deprivation to be helped has rarely been examined from the point of view of the women. This paper describes narrative research on the experience of receiving assistance as it is perceived by women who participated in the Yachdav program and were helped by it. Fourteen interviews were analyzed according to the narrative approach and grounded theory. Three patterns of help reception were revealed: (a) The Calming Pattern, in which help is perceived as the possibility to escape—to relax and calm down, (b) The Empowerment Pattern, in which help is perceived as enabling the women to learn, to receive, and strengthen, and (c) The Re-Biography Pattern, in which assistance is perceived as bringing about a new self-awareness. These findings suggest the desirability of reconsidering presuppositions concerning the needs of this population and its capacity to be helped. The results also point to implications for practice and further research.

scholarly journals Seen and Heard? Children's Participation Rights and Corporate Responsibility

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Kelly Maureen O'Neill
Keyword(s):  
Human Rights ◽  
Ad Hoc ◽  
Early Stage ◽  
Rights Of The Child ◽  
Participation Rights ◽  
Business Principles ◽  
Children’S Participation ◽  
Children's Participation ◽  
Policies And Programs ◽  
Corporate Social

Scholars in the fields of sociology, child development and human rights have focused on conceptualizations of children as well as the shift from viewing children as mere adjuncts to adults to distinct rights-holders. Researchers in the fields of business and management studies explore the interplay of business responsibility and society in general. What remains relatively unexplored in either literature is the nexus of business and the human rights of children. In particular, children’s participation rights remain largely ignored. People living with poverty at any age often cite a lack of agency and participation as one of the more onerous aspects of deprivation. The paper suggests that when policies and programs for which the poor are targeted do not include their meaningful participation, the same loss of control and dignity occurs once more. This holds as true for corporate social responsibility initiatives as any other poverty alleviation effort. The research assumes it is the role of States and NGOs to foster a climate of participation that avoids objectifying children and instead views them as rights-holders. The research questions how well the participation rights of children are accounted for in business in view of the fact that the CRC is the world's most widely ratified human rights instrument. The paper highlights the potential offered by recent efforts from the Committee on the Rights of the Child through General Comment 16 as well as the new Children's Rights and Business Principles to meaningfully engage children. It concludes, however, with a call to move from well-intentioned but ad hoc measures to mainstreaming children's participation rights in all interactions within the realm of business, particularly in this early stage when getting rights right is critical. 

scholarly journals Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

2018 ◽  
Vol 2 (3) ◽  
pp. 25
Author(s):  
Odundo Paul Amollo ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Science Classroom ◽  
Authoritarian Parenting ◽  
Childhood Education ◽  
Learner Participation ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.

scholarly journals CHILD PARTICIPATION IN FAMILY DECISION-MAKING: THE CONTRIBUTION OF THE RUSSIAN PARENTS’ FORUM

2019 ◽  
Vol 3 (4) ◽  
pp. 157-170
Author(s):  
ALEXANDRA FILIPOVA
Keyword(s):  
Decision Making ◽  
Social Life ◽  
Life Experience ◽  
Russian Society ◽  
Human Becoming ◽  
Rights Of The Child ◽  
Family Issues ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Right

The topic of children's participation in various issues was updated in the second half of the last century. It was largely due to the adoption of an important international document such as the United Nations Convention on the Rights of the Child. Children are as important participants in social life as adults so they have the right to express their opinions on various issues related to their activities, as well as to take into account these opinions by adults in decision-making in the family, in school, in the community, etc. Russian society is dominated by the traditional discourse of the perception of children as human becoming, socially and mentally immature, not-yet-an-adult. To study the parental discourse of children's participation in family issues, empirical material of the network discussion organized at the parental forum called Vladmama (Vladivostok, Russia) is used. In order to organize the discussion, an information injection was carried out. It was the description of the imagined problematic situation of child-parental relations on the issue of child’s participation in family affairs. The 81 messages received from 25 users were analyzed according to James Gee approach.  Seven Gee’s “building tasks” (Activities; Identities; Relationships; Politics; Connections; Sign Systems and Knowledge) are researched on the materials of mother’s forum. The process of creating value is always connected with the exercise of power. In our case, mothers using their power as parents redefine the meanings of children's participation. The main resource that opens the way for adults to power is money. Earning money is interpreted by the participants of the forum as a way for a child to involve in the adult’s world, an opportunity to legalize the child’s right to express his/her own opinion and defend this opinion. Other sources of parent’s power are their own life experience, knowledge and social skills.

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