You Can Ask Me If You Really Want to Know What I Think

One, Sarah Te; Blaikie, Rebecca; Egan-Bitran, Michelle; Henley, Zoey

doi:10.1080/00131857.2014.931008

Cited by 7 publications

(6 citation statements)

References 22 publications

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“…The right of children to express and have their opinions heard and considered in decision making is protected under Article 12 of the United Nations Convention on the Rights of the Child (UNCRC). Many global societies view children as lacking the critical skills and experience needed to fully and effectively contribute to civic matters (Te One et al, 2014). Education systems and schools not only play a critical role in upholding Article 12 but in equipping young people with the skills and dispositions that enable them to be active and confident citizens.…”

Section: Youth As Legitimate and Competent Activistsmentioning

confidence: 99%

Student activism: Learning through doing

Watson¹

2022

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.

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Section: Youth As Legitimate and Competent Activistsmentioning

confidence: 99%

Student activism: Learning through doing

Watson¹

2022

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“…O reconhecimento de que as crianças têm coisas importantes a dizer é um dos fatores que contribuem para melhorar o seu bem-estar (MANNION, 2007;TE ONE et al, 2014). Caso sejam ouvidas, isso as beneficiará e criará as condições de empoderamento, visto que a abordagem baseada no direito delas admite sua competência e capacidade.…”

Section: Introductionunclassified

“…Esta iniciativa ampliou sua percepção sobre a multiplicidade de usos, funções e interesses envolvidos na cidade. Outras pesquisas evidenciaram o interesse e a competência de estudantes ao tratar de questões que atingem a comunidade e a importância disso no planejamento e na implementação de programas (KALNINS et al, 2002;ALBUQUERQUE et al, 2014;TE ONE et al, 2014;ALBUQUERQUE et al, 2016a).…”

Section: Introductionunclassified

A Construção De Ambientes Saudáveis Na Escola: Inovações Na Participação De Crianças

Albuquerque

Alves

Campos

et al. 2019

Rev. Elet. Deb. Educ. Cient. Tecnol.

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Objetivo: analisar as percepções de escolares sobre a construção de ambientes saudáveis na escola. Pesquisa-Ação em 4 escolas públicas de Ceilândia, DF. Foram realizadas 11 Oficinas em Dinâmica de Grupo, nelas os estudantes escreveram cartas aos educadores e gestores educacionais apontando mudanças para construírem um ambiente favorável à saúde. A análise de conteúdo das cartas desvelou aspectos estruturais que afetam o cotidiano. Resultados: postura crítica e propositiva dos estudantes na identificação de problemas e geração/avaliação de ideias. A participação produziu soluções realistas, factíveis e nem sempre evidenciadas sobre ambiência escolar, revelando novas possibilidade de intervenções em saúde que incentivem e possibilitem sua contribuição na transformação do ambiente onde vivem.

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“…Finally, I understood that focusing on children's participation would not, on its own, necessarily lead to new insights into children's lived experiences (Te One, Blaikie, Egan-Bitran, & Henley, 2014), and that generational differences both influence adults' and children's views of childhood and reflect interdependencies inherent in children's understandings of their own experiences (Mayall, 2002;Te One et al, 2014). Rather than drawing on an epistemology that "assumes that people are transparently knowable to themselves" and risk taking the uncritical view that children, or any person, is the most authentic source of knowledge about themselves (Gallacher & Gallagher, 2008, p. 502), I chose strategies that drew on multiple perspectives and viewed all participants as important contributors to the "relational, partial, and co-constructed" knowledge that my research produced (Lomax, 2012).…”

Section: A Constructionist Approach To Researchmentioning

confidence: 99%

“…developed information and assent forms for children (e.g.,Bone, 2005;Stephenson, 2009b;Te One et al, 2014), I created 'child friendly' booklets and asked parents to complete these with children if they thought their child was capable of understanding the letter and answering the questions (Appendix G). All information emphasised that children could withdraw at any stage prior to the completion of data analysis.…”

mentioning

confidence: 99%

Living in this space: Case studies of children's lived experiences in four spatially diverse early childhood centres

Pairman¹

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<p>Consistent with international trends, many children in Aotearoa New Zealand (NZ) spend the majority of their waking day in an early childhood centre [ECE]. Drawing on children’s and teachers’ perspectives in four spatially diverse, all-day ECE centres in NZ, this study investigated the relationship between ECE centre built environments and children’s lived experiences in light of characteristics of ‘child-friendly’ environments (Chatterjee 2005, Kennedy, 1991). Situated at the intersection of children’s geography and childhood sociology, this thesis used case-study methodology to foreground the experiential aspects of children’s spatial interactions, including their feelings of wellbeing and privacy, their mobility and social interactions. Conceptually, this study draws on a constructionist paradigm derived from Lefebvre’s (1991) theorisation of space as a product of the social-material relations, and from his notion of rhythmanalysis (2004); combining the two Lefebvrian concepts with Gibson’s (1979) theory of affordances provides a novel approach for understanding the agency of children and teachers in the process of the production of space. Research strategies were primarily ethnographic and included naturalistic observation, video records, child-led tours, photography, bookmaking, spatial mapping, focus groups, and measurement of noise levels. The findings revealed that space and its materiality matters for children’s lived experiences as well as for children’s and teachers’ agency. Opportunities for child-friendly lived experiences were influenced by the extent to which diverse rhythms and activities could coexist harmoniously in each physical space, with larger and more complex spaces offering greater affordances. The size of each centre’s activity space added a layer of dynamics to spatiality by narrowing or expanding these opportunities. Additionally, open-plan space afforded highly mobile younger children opportunities to exercise agency through collaboration. The rules and norms that governed children’s spatial practices were influenced by teachers' decisions and actions and these were enabled or constrained by spatial affordances. My findings suggest that, in addition to the ‘iron triangle’ of adult:child ratios, group size, and qualifications, space is an affordance that can create the conditions for quality practices, rich lived experiences, and teachers’ and children’s agency. A number of theoretical, conceptual and empirical contributions are made to our understandings of young children’s lives in group based ECE settings.</p>

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You Can Ask Me If You Really Want to Know What I Think

Cited by 7 publications

References 22 publications

Student activism: Learning through doing

Student activism: Learning through doing

A Construção De Ambientes Saudáveis Na Escola: Inovações Na Participação De Crianças

Living in this space: Case studies of children's lived experiences in four spatially diverse early childhood centres

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