Society and social changes through the prism of childhood: Editorial

Warming, Hanne

doi:10.1080/14733285.2022.2053659

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…Our conceptual foci are inspired by Childhood Prism research (Warming 2022b), which represents an approach to research on children's lived lives that is rooted in the childhood studies tradition, also acknowledging the fact that childhood is a social phenomenon (Warming 2022b). Based on this inspiration, we can get close to children's lived everyday lives at a daycare centre while, at the same time, challenging the structures, norms and understandings that manifest themselves in daily life at the institution, and that underlie and can result in a subordination of children and children's perspectives.…”

Section: Analytical Readingsmentioning

confidence: 99%

Access to Children’s Perspectives?

Rasmussen,

Schmidt

2024

Social Sciences

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Within the field of early childhood education, the Nordic model is characterised as being child-centred and holistic, based on children’s participation, democracy, autonomy, and freedom. Despite a strong tradition of incorporating children’s perspectives, research has identified it as a democratic problem that children continue to occupy a non-privileged position in which their voices are often unheard or disregarded in many contexts. Similarly, there is a tendency to apply adult-led methods, such as interviews, which can hinder the openness to children’s diverse ways of communicating, which is not just through verbal expressions. In this article, we position ourselves within what we perceive as the second wave of research on child perspectives in which the research interest converges on exploring how children’s perspectives are connected with the contexts in which children participate. Drawing on agential realism and an empirical example from a daycare centre, we demonstrate how children’s perspectives emerge from and become entangled with pedagogues, ethics, spaces, materials and discourse. Thus, the question is not about gaining access to children’s perspectives, but rather to be concerned with the interactions wherein children’s perspectives can emerge. This involves a critical view of the structures and basic assumptions that manifest themselves in the daily life of daycare centres and which underlie, and can result in, a subordination of children and children’s perspectives.

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Section: Analytical Readingsmentioning

confidence: 99%

Access to Children’s Perspectives?

Rasmussen,

Schmidt

2024

Social Sciences

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“…Finally, the dissertation draws on insights from the field of childhood studies and employs a 'childist lens' Burman, 2022;Spyrou, 2011;Wall, 2019;Warming, 2022) in the thesis' theoretical framework. By drawing on important insights from childhood studies the thesis attempts to move the research field of democratic education forward by functioning more critically and thereby producing more age-inclusive scholarly imagination.…”

Section: Research Approach and Theoretical Frameworkmentioning

confidence: 99%

Towards a childist theory of democratic dannelse: An argument for the radical potential of more age-inclusive scholarly imagination

Hedegaard

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This dissertation uses the case of the Danish state school to study the democratic aspect of education – in Danish referred to as ‘demokratisk dannelse’. Drawing on a poststructuralist framework and the concept of childism, the dissertation draws attention to how a historically ingrained deficit-perception of the child underlies democratic dannelse in both theory and practice. This is fundamentally a marginalizing and colonizing starting point in that it involves the claim that the child cannot speak as a political subject before it has learned to speak in the ‘right’ (presumed democratic) way. The dissertation draws together two different types of analysis (one focused on discourse, the other on practices in schools) through multiple conceptual lenses and discusses how the lens of childism can potentially widen the epistemological space through which the democratic aspect of education can be understood. Rather than focusing on ‘preparing’ children and young people for (future) democratic life, childism allows for concepts like ‘voice’, ‘participation’, ‘rights’, ‘politics’ and ‘democracy’ etc. to be reimagined in more age-inclusive ways. From a childist perspective, the democratic task of education becomes that of supporting and responding to the student as the political subject it already is. This, the dissertation argues, has a radical and far more democratic potential.

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Society and social changes through the prism of childhood: Editorial

Cited by 2 publications

References 22 publications

Access to Children’s Perspectives?

Access to Children’s Perspectives?

Towards a childist theory of democratic dannelse: An argument for the radical potential of more age-inclusive scholarly imagination

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