scholarly journals Den private religion: Fortolkninger af muslimske børns religiøse tilhørsforhold i en dansk folkeskole

2017 ◽  
Vol 8 (2) ◽  
pp. 57
Author(s):  
Marianne Holm Pedersen
Keyword(s):  
School Leadership ◽  
School Life ◽  
School Activities ◽  
Parents And Children ◽  
Children’S Participation ◽  
Private Matter ◽  
Teachers And Parents ◽  
Children's Participation ◽  
Role Of Religion

While the teaching of religion in the Danish folkeskole is a widely debated issue, there is little knowledge about how parents of Muslim background relate to the role of religion in the children’s daily school life. This article explores the meanings that teachers and parents at a school in the Danish province attribute to Muslim children’s religious backgrounds. Based on interviews with school leadership, teachers, parents and children, it particularly examines how they interpret the course ‘knowledge of Christianity’ and how they view the division of responsibility for teaching children about religion. It argues that while both parents and teachers understand religious belonging as a private matter that does not concern the school, they have different understandings of what this means and what it should imply for the children’s participation in school activities. The article further argues that the so-called encounter between ‘Muslim practices’ and ‘Danish values’ rather constitutes yet another example of negotiations that have always taken place in modern Danish society between the institutions of family and school.

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 Discourses about Daily Activity Contracts: A Ground for Children’s Participation?

2019 ◽  
Vol 8 (3) ◽  
pp. 92 ◽  
Author(s):  
Roberta Bosisio ◽  
Manuela Olagnero
Keyword(s):  
Daily Activity ◽  
Secondary Analysis ◽  
Speaking Up ◽  
Self Confidence ◽  
Parents And Children ◽  
Children And Parents ◽  
Depth Interview ◽  
The Family ◽  
Children’S Participation ◽  
Children's Participation

The paper presents the findings of a secondary analysis of qualitative research conducted in Turin (Northern Italy) in 2012–2013 on autonomy and responsibility in the relationships between children and parents. A total of 46 parents and 48 children aged 9–13 were interviewed. The secondary analysis focuses on a specific section of the in-depth interview dealing with daily activity contracts. The aim is to investigate children’s participation in everyday life through children’s and parents’ narratives about daily activity contracts. Thematic analysis of this section of the interviews shows that children make room for acquiring such relational and dialogue skills as self-confidence and speaking up, which are recognized to be essential for any level and type of participation. Moreover, children’s and parents’ discourses on daily activity contracts provide an opportunity to “cultivate” participation and autonomy through a sort of alliance between parents and children in decision-making. The question is whether these dialogic attitudes and negotiation abilities are a resource not restricted to the family sphere but which extends to other areas of participation that go beyond the realm of private, protected, and reversible choices.

Parental participation in primary schools; the views of parents and children

2014 ◽  
Vol 114 (5) ◽  
pp. 378-397 ◽  
Author(s):  
Yetunde O. John-Akinola ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Primary Schools ◽  
School Health ◽  
Study Data ◽  
Parental Participation ◽  
School Life ◽  
Content Type ◽  
School Activities ◽  
Parents And Children ◽  
Health Promoting ◽  
Open Question

Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.

scholarly journals Child Participation in Russia: Theoretical and Practical Developments

2020 ◽  
Vol 1 (1) ◽  
pp. 68-87
Author(s):  
T.O. Archakova ◽  
E.S. Garifulina
Keyword(s):  
Applied Research ◽  
Local Community ◽  
Child Participation ◽  
Legal Documents ◽  
Interdisciplinary Field ◽  
Parents And Children ◽  
Children’S Participation ◽  
Children’S Views ◽  
Children's Participation ◽  
Different Levels

The article analyzes the development of practice and development of theoretical grounds for child participation in contemporary Russia. Children’s participation is considered as an interdisciplinary field of research, and as the practice of taking into account children’s views at different levels: in everyday life, in family and in local community, in organizations and in self-government bodies. Children are considered as reflective actors: co-authors of research and evaluation of social projects. The analysis uses publications describing the practice and results of researching children’s participation; key legal documents; materials from expert discussions, as well as data on relevant international experience. Data on the views of various stakeholders — specialists, parents, and children themselves — on the issues of child participation are compared and contrasted. The authors conclude that there is no unified system of child participation in Russia, and the most common approaches to its study vary in their methodological groundings. The current situation does not pose serious controversy and threats to the development of children’s participation; it may be favorable for the diversification and competition of approaches to development of child participation practices and their study. Recommendations are given on the themes of further applied research.

Staging joyful spectacles: Exploring the temporalities of positive affect in child-focused NGO programs

2021 ◽  
pp. 0308275X2110047
Author(s):  
Annie McCarthy
Keyword(s):  
Positive Affect ◽  
Development Work ◽  
Development Programs ◽  
Successful Development ◽  
Children’S Participation ◽  
Children's Participation ◽  
Temporal Dimensions ◽  
The Way

The child has long been a powerfully affective figure in development work – whether as an abject victim or a joyful symbol of brighter futures. While the power of children to produce emotions in donors has been well studied, far less attention has been given to children’s own affective relationships with development organisations. This article explores the role of affect in children’s participation in non-governmental organisation (NGO) programs in Delhi, India. In particular, by focusing on spectacles of performance, this article highlights the importance of positive affects: happiness, fun, and joy in child-focused NGO programs. Yet, rather than a cynical critique of the way children’s joy is captured (typically in images) and translated into narratives of successful development, this article seeks to explore the possibilities for sincere ethnographic engagement with happiness itself. Drawing on the work of Sara Ahmed, and exploring the temporal dimensions of positive affects, I seek to engage seriously with children’s joyful experiences in development programs, while simultaneously questioning any simplistic equation of child happiness with developmental success.

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