“Post-covid” Childhood-s?: Transdisciplinary Reflections on Participatory Praxis in the Lives of 21st Century Children

Faria, Christine Goodwin-De; Bendo, Daniella; Mitchell, Richard C.

doi:10.1163/15718182-29020007

Cited by 7 publications

(7 citation statements)

References 48 publications

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“…An important element from which we believe reflection on this issue could start is to assign value to the experiences that the main actors (students and teachers) in the school system have gained during this pandemic-related DL phase. In particular, with regard to the younger generation, it has been emphasised in the literature how their involvement in policymaking opens up interesting considerations on the issue of assessing the adequacy and feasibility of policies in the field of school digitisation [42]. It would therefore be useful to use ex-ante and ex-post evaluations that adopt the point of view of students who, although minors, are called upon to participate fully in social life and policy implementation.…”

Section: Discussionmentioning

confidence: 99%

The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field

Carbone,

Calvi

2024

Societies

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This article analyses the ongoing processes in the organisational field of Italian schools in light of the innovations induced by digital education policies. Specifically, it focuses on the relationship between actors and digital policies concerning the experience of distance learning (DL) that characterised the period of the COVID-19 pandemic. The paper reflects on DL outcomes regarding the three expectations that have often characterised the rhetoric associated with the promotion of digital educational policies, namely: the raising of learning levels, the development of digital competences and the increase in school inclusion. Through an analysis of a series of empirical studies exploring the point of view of the paper, this paper highlights what progress has been made in the digital schooling in Italy and what are still its main limitations. The results of the study show both the limits of the effectiveness of educational policies constructed with a top-down approach and highlight the potential for policy recalibration offered by a reorganisation of the decision-making process through the active involvement of all the actors in the educational system.

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Section: Discussionmentioning

confidence: 99%

The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field

Carbone,

Calvi

2024

Societies

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“…Third, educational and research activities offered jointly mean that knowledge can be coproduced in the community and knowledge previously produced can be returned to communities who can use it. The aforementioned benefits of combining teaching and research into 1 program, as the Soilsafe Kids program does, are important given children’s increasing roles and participation in contemporary issues, as evidenced by the COVID-19 pandemic [ 28 ] and the climate crisis [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

“…The program is composed of 8 workshops designed and run by social, physical, and health scientists with support from scientists from the New Zealand Crown Research Institutes GNS Science and AgResearch, charities Oke and Garden to Table Trust, 2 community artists, a Māori tikanga advisor, and a Royal Society of New Zealand Te Apārangi Teaching Fellow. The benefits of this type of transdisciplinary research—that encourages children to raise awareness in their communities through environmental activism—include unique educational opportunities [ 28 ] and embracing education as a driver for sustainable development [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

Combining Outreach and Cross-sectional Research to Gather Children’s Soil Values in Aotearoa New Zealand: Protocol for the Mixed Methods Soilsafe Kids Program

Tsang¹,

Egli²,

Crawshaw-Mclean³

et al. 2023

JMIR Res Protoc

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Background Soil underpins most terrestrial systems; hence, its degradation should concern everyone. In 2021, Soilsafe Aotearoa surveyed the adult population of New Zealand about how they value soil, particularly values related to how they care about and are concerned about soil. Pursuant to this study, Soilsafe Kids (the outreach branch of Soilsafe Aotearoa) developed a combined research and outreach program to collect a supplemental data set of children’s soil values, so both adults’ and children’s voices can be considered when understanding the implications of different practices and how to care for presently “uncared for” or neglected soils in the future. Objective The program not only asks primary school students about their soil values but also aims to teach them about soil from many disciplinary perspectives to enhance their understanding and awareness of soil, and, more broadly, for knowledge production. Methods Here we describe the research protocol used in this Soilsafe Kids program. This program uses surveys (in the form of worksheets), focus groups (introduced as group discussions), and art projects to learn what children think about soil in Tāmaki Makaurau Auckland. We have received ethics approval from the University of Auckland’s Human Participants Ethics Committee (reference number 23556) on March 25, 2022, for 3 years. Results We have begun recruiting participants and delivering the Soilsafe Kids program in schools across Tāmaki Makaurau Auckland. Our data collection is ongoing with final student engagement in the first quarter of 2023. We expect to analyze data at the start of 2023 and to disseminate results later this year. Conclusions Once this study is complete, we will disseminate the final results to the research community, stakeholders, and the local community through conference presentations, journal articles, hui (meetings), on our website, and in art exhibits. We note that although Tāmaki Makaurau Auckland is home to the majority of people living in Aotearoa New Zealand, the Auckland region only represents a small portion of Aotearoa New Zealand’s land, and findings are not generalizable to Aotearoa New Zealand as a whole. International Registered Report Identifier (IRRID) DERR1-10.2196/43390

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“…A COVID-19 teve um impacto profundo no mundo (SANTOS, 2020) havendo já indicadores que possibilitam afirmar os múltiplos riscos associados à doença e o agravamento de desigualdades (COSTA, 2020;FAO et al, 2021). Portugal, ainda mal recuperado de uma profunda crise económica e social resultante da intervenção da Troika (2011Troika ( -2014 e das políticas de austeridade, é surpreendido com os primeiros casos de COVID-19 em 2 de março de 2020, e a primeira morte a 16 desse mês, sendo assolado por uma nova crise, agora com outros contornos e densidades (CARMO; TAVARES; CÂNDIDO, 2020;FARIA;BENDO;MITCHELL, 2021;MAMEDE, 2020;BEIER, 2021;UNESCO, 2021;UNICEF, 2021;OECD, 2021;UNICEF, 2021). A 12 de março, o Governo português anunciou medidas extraordinárias de prevenção, contenção e mitigação da Covid-19 cobrindo um vasto leque de domínios (circulação, socialização, uso de máscara e viseira, horários dos estabelecimentos comerciais, consumo em espaços púbicos, etc.…”

Section: Introductionunclassified

Ao ritmo da COVID-19: entre políticas para a infância e práticas pedagógicas em pandemia. Que perspetivas sobre os direitos das crianças?

Ferreira

Tomás

2023

Educação

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Partindo dos Estudos Sociais da Infância e da Sociologia da Educação, consideram-se as diretrizes sanitário-educativas oficiais e as práticas pedagógicas privilegiadas por educadoras de infância portuguesas, para compreender em que medida e que direitos das crianças foram assegurados e/ou ameaçados no decurso das arritmias geradas pela COVID-19 na Educação de Infância (EI). Com apoio em metodologias qualitativas de recolha e de análise das medidas/recomendações oficiais para a EI (março 2020 a junho 2021) e de entrevistas a educadoras de diversas instituições, contextos e percursos (jardins de infância da rede pública e privada; meio urbano e rural; tempo na profissão), visou-se identificar e analisar i) os direitos que se asseguraram oficialmente às crianças e sua educação; ii) as (re)interpretações daquelas medidas/recomendações face às principais preocupações educativas das educadoras, facilidades/dificuldades encontradas nas recontextualizações pedagógicas assumidas para lidarem com elas. Na diversidade de (re)interpretações e práticas pedagógicas, e seu (des)alinhamento face às políticas, sublinha-se a ênfase na aprendizagem de conteúdos; a interferência de fatores socioestruturais e contextuais no cumprimento dos direitos das crianças e o conhecimento limitado daqueles direitos pelas educadoras, perspetivando-se a necessidade e urgência da sua ampla divulgação na EI.

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“Post-covid” Childhood-s?: Transdisciplinary Reflections on Participatory Praxis in the Lives of 21st Century Children

Cited by 7 publications

References 48 publications

The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field

The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field

Combining Outreach and Cross-sectional Research to Gather Children’s Soil Values in Aotearoa New Zealand: Protocol for the Mixed Methods Soilsafe Kids Program

Ao ritmo da COVID-19: entre políticas para a infância e práticas pedagógicas em pandemia. Que perspetivas sobre os direitos das crianças?

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