scholarly journals Fotofloker: Vilkår for barns deltakelse når digitale bilder tas i bruk i barnehagen

2011 ◽  
Vol 4 (2) ◽  
pp. 115-128 ◽  
Author(s):  
Ida Margrethe Knudsen ◽  
Elin Eriksen Ødegaard
Keyword(s):  
Exploratory Study ◽  
Democratic Education ◽  
Practical Work ◽  
Democratic Practices ◽  
Children’S Participation ◽  
Children's Participation

Title: Photo tangles: Conditions for children’s participation while using digital photos in kindergartenAbstract: What happens when digital photos are used as tools in kindergarten? What conditions do artefacts as digital photos bring on to children's participation and democratic education? This article describes processes and analysis from an exploratory study on the conditions for participation in kindergarten. Three varieties of participation with a potential for democratic practices were identified. Furthermore, the article critically discusses a number of “tangles”; identified risks, in terms of didactic considerations for practical work with digital photos in kindergarten.

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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