Childhood Sociology in Ten Countries

Bühler-Niederberger, Doris

doi:10.1177/0011392109354250

Cited by 34 publications

(7 citation statements)

References 9 publications

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“…Like all studies, this study suffers from certain limitations. Bühler-Niederberger (2010: 379) underscores that research with children must consider the ‘horizontal dimension’ of differences between children that can limit their possibilities to act. Children’s digital competencies can greatly differ due to factors including their socio-economic background and technical skills (Livingstone et al, 2019a).…”

Section: Discussionmentioning

confidence: 99%

Children as social actors negotiating their privacy in the digital commercial context

2023

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This study advances research on children’s negotiation of online commercial privacy by identifying an act of digital agency by children that may serve their current needs but can also impact children negatively. Secondly, it identifies certain factors children consider while evaluating the trustworthiness of apps and websites before disclosing information online. Eight focus group discussions with children (13–16 years) in Finland’s capital region are analysed using thematic analysis. Our findings highlight that while children’s digital literacy education is needed, ensuring that education translates to children’s online practices is also essential. We also recommend increasing corporations’ accountability in ensuring children’s privacy.

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Section: Discussionmentioning

confidence: 99%

Children as social actors negotiating their privacy in the digital commercial context

2023

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“…Relatedly, empowering children involves resources and strategies to pursue individual and collective objectives (Gallagher, 2008). However, historically, children have been considered as less able to make decisions and act than adults, due to power systems that have been created and prolonged through generational structures (Bühler-Niederberger, 2010). As such, the promotion of children’s participation requires some degree of redistribution and appropriation of power, simultaneously communicational and relational (Vieira, 2017), to enhance children’s social status and avoid unbalanced power relationships and practices (Freire, 2019).…”

Section: Children’s Right To Participate: Growing Recognitionmentioning

confidence: 99%

Children’s participation in early childhood education: A theoretical overview

Correia¹,

Aguiar

Amaro

2021

Contemporary Issues in Early Childhood

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Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provide a theoretical overview, describing relevant models, concepts and contributions from distinct perspectives and fields of knowledge – sociological, educational, developmental and sociocultural – as well as contributions from social policy. This overview is particularly relevant to inform research and practice about children’s participation in early childhood education.

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“…Research with children (and ways of engaging with children's perspectives more broadly) may be more common in Western contexts, or the global north. It is particularly clear that the sociology of childhood is centred around a small number of influential key texts and most discussions of the sociology of childhood focus on English-speaking countries and Europe (at least of those that are published in English) (B€ uhler-Niederberger, 2010). In contrast, educational research in Asian countries is often positivist and quantitative, with ethnographies in schools being rare (Yelland and Saltmarsh, 2013).…”

Section: Researching Children's Lifeworldsmentioning

confidence: 99%

Towards learning dialogues as data: researching children's lifeworlds in global cities

Yelland

Bartholomaeus

2021

QRJ

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PurposeThe purpose of this article is to contribute to the research methodology literature that arose out of the (new) sociology of childhood and the UN Convention of the Rights of the Child (1989) with regard to conducting ethical research with children rather than on children. In particular, this article reflects on the development of a method (learning dialogues).Design/methodology/approachLearning dialogues were designed to enable children to share their responses to prompts about specific aspects of their lifeworlds. This was one method used to produce the data corpus which also included a large-scale survey, classroom ethnographies and (video) re-enactments of children's lives after school.FindingsThe piloting of the learning dialogues took place in several iterations and a particular form was used for the main study. The original idea and development of the learning dialogues highlights they were both a rich source of data that complemented the other data sources in the study and an activity that children indicated that they enjoyed. The authors discuss the practicalities involved with adapting a qualitative method to different settings and to projects with large numbers of children.Originality/valueThe conceptualisation of the learning dialogues as sources of personal documentation about aspects of children's lifeworlds was unique to this research. In thinking about the learning dialogues as one source of data within a broader project, the research aimed to be more inclusive of all participants in contributing to the findings produced in the project.

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Childhood Sociology in Ten Countries

Abstract: This article gives an overview of the preceding set of reports on the global state of the art of the sociology of childhood in Australia,

Cited by 34 publications

References 9 publications

Children as social actors negotiating their privacy in the digital commercial context

Children as social actors negotiating their privacy in the digital commercial context

Children’s participation in early childhood education: A theoretical overview

Towards learning dialogues as data: researching children's lifeworlds in global cities

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