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At a time of significant local, national, and international change,
in which children are already actively involved, it seems not only
right but necessary that we should be seeking to further our
knowledge and understanding of what informs and shapes meaningful
and effective practice for and with children. Such research has
implications across the spaces that children and adults share
whether that is at school, at home, in the law courts, in health
care through to local, national, and international platforms for
social action. Establishing Child Centred Practice in a Changing
World, Part B extends the conversation to connect research and
practices in a changing world. This edition examines children’s
voices in relation to research methodologies, in particular
co-production, as well as extending conversations around child
centred practice from forest schools to the home through to
community change initiatives that further understandings of what it
means to be a learner and an advocate. Authors from around the
world offer a range of perspectives to advance transformational
practice in a changing world. Furthering dialogues around the
applied relevance of key principles in childhood studies, this
diverse edited collection is an important contribution to the
fields of education, sociology, childcare and youth policy and
practice.
At a time of significant local, national and international change,
in which children are already actively involved, it seems not only
right but necessary that we should be seeking to further our
knowledge and understanding of what informs and shapes meaningful
and effective practice for and with children. Such research has
implications across the spaces that children and adults share
whether that is at school, at home, in the law courts, in health
care through to local, national and international platforms for
social action. Establishing Child Centred Practice in a Changing
World, Part A draws on contributions from around the world, as it
highlights the possibilities for a more focused series of studies
in this area, deepening the understanding of what informs effective
practice with children, through demanding a greater applied
awareness of terms such as voice, collaboration and change. It
reflects on the realities of the dynamic global context and the way
in which this is affecting children's experiences at a national and
local level. It demands a consideration of the way in which
children are represented in society and the extent to which that
impacts on the design of practices for children. However, as well
as reflecting on the constraints that traditional images of the
child hold, this work also highlights the opportunities that are
created when practices are designed with children.
Bringing Children Back into the Family reflects on the
multi-dimensional nature of children's relationships within the
home. It explores the extent to which these experiences shape
children's meaning-making and how this influences how they position
themselves in relation to adults. A global team of contributors
paint a picture of the complexity of the family, and the extent to
which understandings of 'home' are deepened by reflecting on
children's experiences as social agents. The chapters and
supporting case studies offer some fascinating reflections that
explore home in relation to a range of themes including
participation, friendship, memory, moral reflectivity, children's
rights and migration. With a focus on relationality and
connectedness this book reflects on the duality of structure and
agency, as it examines this web of interactions and their impact on
children's experiences of the home.
This book investigates how constructed representations of the child
have and continue to restrict children's opportunities to engage in
moral discourses, and the implications this has on children's
everyday experiences. By considering a moral dimension to both
structure and agency, the author focuses on the nature of the
images that are used to represent the child and how these sit in
contrast to the active and meaning-driven way in which children
negotiate their everyday lives. The book therefore argues that
'morality' provides a filter to understand the backdrop for
interaction, as well as offering a focus for engaging with the
individual as a social agent, acting and reacting in the world
around them. Negotiating Childhoods will be of interest to students
and scholars of sociology, childhood studies, criminology, social
work, culture and media studies and philosophy.
Nationally and internationally, we are being driven to reflect on
how to respond to a changing world. Globally, the UN has presented
its Sustainable Development Goals that include a commitment to the
importance of learning (Goal 4). Considering what this means for
the way we think about learning and how we see ourselves as
learners, Learning Allowed builds a foundation for strengthening
learner ‘connectivity’ whoever and wherever we are. Through an
analysis of the existing discourses that have framed our approaches
to education, Learning Allowed highlights a system that has lost
touch with the individual and a desire to maximise learner
potential, with implications for any lifelong motivations and
ambitions for learning. In response to the myriad of technological,
social, environmental and health changes, Learning Allowed presents
a case for investing explicitly in a learner’s sense of value,
voice and vision in the context of a lifelong learning journey.
Drawing on thinking from Childhood Studies and looking at its
broader application in light of research from education studies,
Frankel and Whalley focus on learner voice and participation,
raising awareness about what learning is and how this is connected
with emotional wellbeing, and the processes of learning. Learning
Allowed acts as a catalyst to schools, homes and spaces beyond to
reconsider notions of learning and the learner and look to
re-present them.
This book investigates how constructed representations of the child
have and continue to restrict children's opportunities to engage in
moral discourses, and the implications this has on children's
everyday experiences. By considering a moral dimension to both
structure and agency, the author focuses on the nature of the
images that are used to represent the child and how these sit in
contrast to the active and meaning-driven way in which children
negotiate their everyday lives. The book therefore argues that
'morality' provides a filter to understand the backdrop for
interaction, as well as offering a focus for engaging with the
individual as a social agent, acting and reacting in the world
around them. Negotiating Childhoods will be of interest to students
and scholars of sociology, childhood studies, criminology, social
work, culture and media studies and philosophy.
This edited collection draws together a variety of contexts of
contemporary childhoods, linking thinking from Canada with spaces
in the UK and Sweden. The contributors explores the discourses that
shape those childhoods and how this then impacts on the way that
children come to experience their everyday lives. The aim of the
book is not to reflect the entirety of childhood experience but to
draw off particular expertise that shine a light into partial, yet
significant areas of children's lives, with the contributions
engaging with a range of voices and perspectives. As a result, the
collection advocates the need for childhood studies to zoom out
from a predisposition to isolate the child, which has been seen as
a necessary part of conceptualizing childhood. As a result, the
book focuses on a 'context' for childhoods through a consideration
of both structure and agency, and through this seeks to recognise
the interconnected nature of the arenas within which children live
their everyday lives. A range of themes are covered, including the
education system, identity within the home, suicide in communities,
and younger children's 'political' engagement and sense of
belonging. Contextualising Childhoods will be of interest to
students and scholars across a range of disciplines, including
sociology, law, and education.
This edited collection draws together a variety of contexts of
contemporary childhoods, linking thinking from Canada with spaces
in the UK and Sweden. The contributors explores the discourses that
shape those childhoods and how this then impacts on the way that
children come to experience their everyday lives. The aim of the
book is not to reflect the entirety of childhood experience but to
draw off particular expertise that shine a light into partial, yet
significant areas of children's lives, with the contributions
engaging with a range of voices and perspectives. As a result, the
collection advocates the need for childhood studies to zoom out
from a predisposition to isolate the child, which has been seen as
a necessary part of conceptualizing childhood. As a result, the
book focuses on a 'context' for childhoods through a consideration
of both structure and agency, and through this seeks to recognise
the interconnected nature of the arenas within which children live
their everyday lives. A range of themes are covered, including the
education system, identity within the home, suicide in communities,
and younger children's 'political' engagement and sense of
belonging. Contextualising Childhoods will be of interest to
students and scholars across a range of disciplines, including
sociology, law, and education.
How do you ensure that children's voices and ideas are heard and
valued in relation to the settings that form part of their everyday
lives? Presenting an easy to adopt step-by-step framework, this
book argues in favour of children's potential to advocate for
themselves, in contrast to the current model in which adults take
full control and advocate on the child's behalf. By honouring and
harnessing the involvement and contributions of children, social
workers and education professionals will be able to improve their
daily practice and positively transform key spaces within society
to create environments where children experience a sense of
belonging and purpose, full of potential benefits for both adults
and children. Practical at its core, the book has wide
applications, from examining the place of children in legal
matters, such as divorce, through to the child's engagement in
decisions about their education. International case studies reveal
how the model works in practice and encourages children's voices
and their participation.
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