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This book discusses how consultations with young children could
signal a change of thinking about how children might influence
policy and shape the development of a child-friendly state. While
the consultations in this study were germane to political
decisions, they took place as multi-modal dialogue with children in
their educational settings. Framed by Australia's national early
years learning framework which focuses on children's belonging and
identity, the consultations saw unique partnerships formed among
children, educators, families and policy officers, providing ways
in which children's voices may be engaged in educational spaces
throughout the world. Using a qualitative case study approach,
these consultations were documented through observations,
interviews, artefact collection and document analyses, allowing the
authors to construct a framework for engaging children as citizens
that is transferable to a variety of settings. Chapters provide: *
an insight into the various aspects involved in children's
consultations from conceptualizing and planning consultations with
young children, to implementation and documentation, through to the
uptake and consequence of children's messages; * factors that
contribute to the effectiveness of consultations, challenges that
arise, and areas for improvement when engaging with children's
voices; * implications for children's participation as valued
citizens and a framework for considering young children's voices in
decision-making processes. This book offers fresh ideas for working
with young children in the decision making process and will appeal
to early childhood researchers, educators, policymakers and
practitioners across various sectors, agencies and disciplines.
This book offers a comprehensive report on a three-year,
cross-cultural, critical participatory action research study,
conducted in children's homes and communities in Fiji. This project
contributed to building sustainable local capacity in communities
without access to early childhood services, so as to promote
preschool children's literacy development in their home languages
and English. The book includes rich descriptions of the young
children's lived, multilingual literacy practices in their home and
community contexts. This work advances research-based practices for
fostering young children's multilingual literacy and building
community capacity in a post-colonial Pasifika context; further, it
shares valuable insights into processes and complexities that are
inherent to multiliteracy and cross-cultural research.
This book offers a comprehensive report on a three-year,
cross-cultural, critical participatory action research study,
conducted in children's homes and communities in Fiji. This project
contributed to building sustainable local capacity in communities
without access to early childhood services, so as to promote
preschool children's literacy development in their home languages
and English. The book includes rich descriptions of the young
children's lived, multilingual literacy practices in their home and
community contexts. This work advances research-based practices for
fostering young children's multilingual literacy and building
community capacity in a post-colonial Pasifika context; further, it
shares valuable insights into processes and complexities that are
inherent to multiliteracy and cross-cultural research.
This book discusses how consultations with young children could
signal a change of thinking about how children might influence
policy and shape the development of a child-friendly state. While
the consultations in this study were germane to political
decisions, they took place as multi-modal dialogue with children in
their educational settings. Framed by Australia's national early
years learning framework which focuses on children's belonging and
identity, the consultations saw unique partnerships formed among
children, educators, families and policy officers, providing ways
in which children's voices may be engaged in educational spaces
throughout the world. Using a qualitative case study approach,
these consultations were documented through observations,
interviews, artefact collection and document analyses, allowing the
authors to construct a framework for engaging children as citizens
that is transferable to a variety of settings. Chapters provide: *
an insight into the various aspects involved in children's
consultations from conceptualizing and planning consultations with
young children, to implementation and documentation, through to the
uptake and consequence of children's messages; * factors that
contribute to the effectiveness of consultations, challenges that
arise, and areas for improvement when engaging with children's
voices; * implications for children's participation as valued
citizens and a framework for considering young children's voices in
decision-making processes. This book offers fresh ideas for working
with young children in the decision making process and will appeal
to early childhood researchers, educators, policymakers and
practitioners across various sectors, agencies and disciplines.
The Emergent Manager examines the process of becoming a manager
within organizations and considers how people relate the ways in
which they 'manage' their lives to their development as managers in
the workplace. At the heart of the book is the idea of the
individual engaged in a continual process of 'becoming'. Focusing
on the reported experiences of managers, the book is richly
illustrated throughout with examples drawn from a variety of
workplaces, including the civil service, academia, the retail
industry, construction and engineering, banking and the prison
service. Tony Watson and Pauline Harris together provide a new
understanding of the nature of the management role and the ways in
which people make sense of their lives as managers. Accessible and
innovative, this book will be of interest to students and academics
in management and organization studies as well as practising
managers.
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