scholarly journals Making School Children’s Participation in Planning Processes a Routine Practice

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Jenny Stenberg ◽  
Lasse Fryk
Keyword(s):  
Case Studies ◽  
Design Research ◽  
Community Building ◽  
Learning Processes ◽  
Routine Practice ◽  
Close Collaboration ◽  
Regular Process ◽  
Children’S Participation ◽  
Planning Processes ◽  
Children's Participation

Children’s participation in planning has been investigated to some extent. There are, however, unexplored topics, particularly concerning what is needed for children’s participation to become a regular process. Based on case studies in Sweden, this article draws some conclusions. It is quite possible to organize ordinary processes where children participate in community building, in collaboration with planners, as part of their schoolwork. The key question is how this can be done. Clearly, it needs to occur in close collaboration with teachers and pupils, however it also needs to be implemented in a system-challenging manner. Thus, rather than looking for tools with potential to work in the existing school and planners’ world, it is important to design research that aims to create learning processes that have the potential to change praxis. Hence, it is not the case that tools are not needed, rather that children need to help to develop them.

scholarly journals Mimetic Production in YouTube Toy Unboxing Videos

2018 ◽  
Vol 4 (3) ◽  
pp. 205630511879076 ◽  
Author(s):  
Benjamin Nicoll ◽  
Bjorn Nansen
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Case Studies ◽  
Reciprocal Relationship ◽  
Video Sharing ◽  
Branding Strategies ◽  
Children’S Participation ◽  
Affinity Space ◽  
And Performance ◽  
Children's Participation

This article contributes to research on children’s participation on social media by analyzing “toy unboxing” videos. Toy unboxing videos are a popular genre on the video-sharing platform YouTube, in which children and adults record themselves unpacking and reviewing various commercial toys. Emerging research in this area has focused on case studies of how these videos are consumed within the home as a means of augmenting offline toys and play practices, or, more commonly, on case studies of how these videos fit within YouTube’s broader economies of play and performance. Drawing on data produced through a content analysis of 100 recent toy unboxing videos, this article analyzes the place of children in the YouTube genre’s “affinity space.” The toy unboxing videos are coded across five key categories—genre, product, narration, production, and branding—to analyze variations of expertise, professionalism, and promotion across the genre. The findings indicate that children’s modes of production as amateur content producers both shape and are shaped by the shared and standardized conventions of this video genre. That is, while well-known “professional” channels such as EvanTube often seek to produce a semblance of playful amateur authenticity, the ostensibly “amateur” child unboxers mimic the production and branding strategies of the “professional” channels. We argue that this reciprocal relationship between professional and amateur content production can be best understood through the concept of “mimesis,” which characterizes the qualities of play and commercialization within the toy unboxing genre.

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.

Children’s Participation in Decision Making From Child Welfare Workers’ Perspectives: A Systematic Review

2021 ◽  
pp. 104973152098484 ◽  
Author(s):  
Karmen Toros
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Child Welfare ◽  
Child Protection ◽  
Child Welfare Workers ◽  
Children’S Participation ◽  
Participation In Decision Making ◽  
Children's Participation ◽  
Meta Analyses ◽  
Welfare Workers

This article explores child welfare workers’ experiences of children’s participation in decision making in the child protection system. The systematic review follows the principles of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and includes 12 peer-reviewed articles published in academic journals from 2009 to 2019. Findings indicate that children’s participation in decision making is generally limited or nonexistent. The age of the child is an important determining factor concerning whether the child is given the opportunity to participate in decision making. Potential harm for children that may result from participation is considered when deciding on whether to include a child in the decision-making process.

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