Feature: Pupil participation in the development of school culture

Education in the North, 2017

The paper presents some issues of the discourse on social participation of children and young people in the context of its implementation in local communities. Its intention is to show the range and possibilities of local participation of young people and an attempt to explain what is wrong with its misinterpretation and implementation. The Author also aims to indicate the meaning of young people's local participation for the development of civil communities and civic involvement at the local and national level. The paper is only a foretaste of the wide contemporary discourse on children's participation and it implementation in social life.

This paper presents a case study research based on content analysis of student group interviews. Fifteen 5 th , 7 th and 9 th label classes were interviewed about their perceptions as students and partners in the decision-making process on matters that concern them, as children/teenagers with rights and justice ambitions. Class-directors were also interviewed to understand their views on how students feel about being (not being) heard in moments and places of decision, which would make them not just passive future adults.

Journal of Pedagogical Research, 2021

The perception of a teacher with regards to a child"s participation and their practices affect his/her participation in educational institutions. To provide effective participation, teacher"s awareness and attitudes towards participation must be examined. This research aims to determine the views of Turkish preschool and elementary teachers on children"s participation in educational institutions. The participants of the study were comprised of 16 teachers employed in public preschools and elementary schools in a province in Turkey"s Inner Aegean Region. The teachers" interview form is used as the data collection tool in this study. As a result of the research, it was determined that teachers had a positive perspective on children"s participation, they allow for certain conditions to enable participation coupled with decisionmaking processes in a limited fashion. Furthermore, it was concluded that teachers had methodical difficulties in decision-making and they thought that they needed to improve themselves in promoting participation. Teachers also thought that the teacher, peer relations, and family are effective on the participation.

2009

European Educational Research Journal, 2015

For the purpose of this publication, the authors shall discuss the subject of young people as citizens and, particularly, as members of a community. Their focus shall be on how young people perceive themselves as members of one (or several) community(ies), and on how communitarian interactions (at an interpersonal and/or an organizational level) are viewed, by them, as fundamental for their own development and for that of the community(ies) to which they belong. The contributions featured in this special issue invoke a broad understanding of participation and citizenship in terms of children’s everyday experiences, informed by their roles as members of one (or several) family(ies), as students, as inhabitants of a certain space, etc. These different roles emerge both as products and as constructs of the different ‘stages’ upon which the child acts: they are contexts of individual but also collective – and eventually communitarian – action and appropriation. The concept of community ...

This work considers the contributions of children's perspective to Educational Policy's design. Considering real participation 1 an indispensable practice for the construction of educational (and social) equity and inclusion, we propose a two-fold approach to discuss the issue:

2007

International Review of Sociology, 2018

From the early Frankfurt School through to the work of Manuel Castells, there has been a rich body of work on the cleavage between technological and social developments of the twentieth century in respect of the consequences for the constitution of subjectivity. However, little attention is paid to the role of children during their childhoods in attempts to bridge this gap beyond discussions about the democratic actors children will become when they are adults. This paper argues that only the full integration of children, during their childhoods, into democratic development of societies will prevent the deepening of the rift between technological and social progress. The paper traces the correspondence between the new childhood studies and those concepts of politics and politicisation which can support social progress towards an emancipatory social perspective undergirded by particular and democratisation of all areas of everyday life. Drawing on Bourdieu and ideas of participation as action, the paper critically examines the various mechanisms by which children are conventionally excluded from democratic participation and then explores how a deeper consideration of agency in childhood and social actorship opens up alternative mechanisms of inclusion and the concomitant expansion of the concept of democracy.