Contradictory and convergent trends in law and policy affecting children in England

Foley, Pam; Parton, Nigel; Roche, Jeremy; Tucker, Stanley

doi:10.4324/9780203464618_chapter_7

Cited by 5 publications

(4 citation statements)

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“…Critical theorists Giroux and Searls Giroux (2004) point out that while educators might be ''forced to work within academic disciplines, they can develop transdisciplinary tools'' that challenge the existing limits of established fields, and ''contest the broader economic, political, and cultural conditions that produce unequal relations of power'' (102). In this light, ethnographic, grounded, and participatory research approaches are beginning to reveal how it is that children and young people impact upon and participate in their own development, the development of their siblings and peers, and even that of their adult caregivers (Christensen and James 2000;Mayall 2000Mayall , 2002Foley, Parton, Roche, and Tucker 2003;Hallett and Prout 2003). Also prevalent across disciplinary lines, child and youth scholars are recognizing how exchanges of power are central to making new meaning of human rights in applied settings.…”

Section: Reconstructing Canadian Citizenship Education 49mentioning

confidence: 98%

Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Mitchell¹

2010

Review of Education, Pedagogy, and Cultural Studies

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Section: Reconstructing Canadian Citizenship Education 49mentioning

confidence: 98%

Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Mitchell¹

2010

Review of Education, Pedagogy, and Cultural Studies

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“…More importantly, it provides an understanding of children's own resources and the potential for them to contribute to their community. Children's rights have been increasingly linked to the concept of listening to children and more significantly the importance of children's voice and participation in the processes that impact on them (Foley et al . 2003).…”

Section: Introductionmentioning

confidence: 99%

Listening to children: gaining a perspective of the experiences of poverty and social exclusion from children and young people of single-parent families

Walker

Crawford

Taylor³

2008

Health &Amp; Social Care in the Community

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This paper reports on the experiences and views of children and young people of single-parent families, as findings from a European Union-funded research project undertaken in England, Greece and Cyprus. The objectives of the research project were to investigate how children and young people of single-parent families understand and experience their worlds as members of these families: whether and to what extent they experience poverty and social exclusion and how they cope with the challenges that this confronts them with. Methodology was replicated in each of the countries; however, this paper draws on the English experiences. Semistructured interviews (40) and focus groups (four) were undertaken with children of single parents. In addition, focus groups were undertaken with children of two-parent families (four), focus groups with single parents, focus groups with two-parent families (four) and individual interviews with key professionals. Detailed discussion guides were followed, with open-ended questions to allow participants to express their feelings and ideas in their own words. The research sample included children from single-parent and two-parent families, aged 6 years to 16 years, balanced in terms of age, gender and geographical location. Findings demonstrate the children's and young people's understanding of the impact of poverty and social exclusion on their family life and their everyday experiences. The positive benefits of being in a single-parent family are highlighted, with 'time poverty' raised as a significant issue. Children and young people are aware of their poverty and how it influences exclusion from friendships, play, leisure and community activities. Policy needs to take account of the systematic reality of children's experiences; alliances with adults that support meaningful involvement and participation by children and young people will make a significant contribution to this.

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“…Putting these two together, researchers and policy makers attempt to "take children's sides" against the world of adults, while at the same as trying to recognize children as autonomous participants (e.g. Chawla & Mallow 2003, Foley et al 2003. While intended to be nothing but benevolent, this course may nevertheless be misleading.…”

Section: Body Politics: a Challenge Or A Source?mentioning

confidence: 99%

Performative Bodies, Tactical Agents and Political Selves: Rethinking the Political Geographies of Childhood

Kallio

2007

Space and Polity

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Contradictory and convergent trends in law and policy affecting children in England

Cited by 5 publications

References 0 publications

Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Listening to children: gaining a perspective of the experiences of poverty and social exclusion from children and young people of single-parent families

Performative Bodies, Tactical Agents and Political Selves: Rethinking the Political Geographies of Childhood

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