Four Arenas of School-Based Participation: Towards a Heuristic for Children's Rights-Informed Educational Practice

Autor/inn/en	Mannion, Greg; Sowerby, Matthew; I'Anson, John
Titel	Four Arenas of School-Based Participation: Towards a Heuristic for Children's Rights-Informed Educational Practice
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 1, S.30-47 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mannion, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1795623
Schlagwörter	Heuristics; Childrens Rights; Decision Making; Disadvantaged; Educational Practices; Treaties; Foreign Countries; International Law; Case Studies; Ethnography; Secondary School Students; Photography; Physical Activities; Governance; Student Attitudes; School Community Relationship; Participative Decision Making; Academic Achievement; Educational Policy; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Heuristik; 'Children''s rights'; Kindesrecht; Decision-making; Entscheidungsfindung; Bildungspraxis; Abkommen; Ausland; Law of nations; Völkerrecht; Case study; Fallstudie; Case Study; Ethnografie; Sekundarschüler; Fotografie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schülerverhalten; Schulleistung; Politics of education
Abstract	There has been a long-standing call for the participation of young people in decision making in school. However, research to date has mostly focused on pupil councils and is rarely conducted in areas of socio-economic deprivation -- the contexts for this study. In national examinations, the schools chosen had higher than average attainments given their catchments. The research sought to understand if and how young people would make a link between their participation rights and 'doing well' at school. Using mobile and visual methods, a situated, social-material approach was taken to data collection and analysis. We found participation opportunities were supportive in four arenas: formal curriculum, wider curriculum, decision making groups, and connections with the wider community. This framing provides a heuristic for rights-based participation in educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01