Children's Rights in Practice: A Study of Change within a Primary School

Autor/inn/en	I'Anson, John; Allan, Julie
Titel	Children's Rights in Practice: A Study of Change within a Primary School
Quelle	In: International Journal of Children's Spirituality, 11 (2006) 2, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-436X
Schlagwörter	Childrens Rights; Foreign Countries; Elementary School Students; Longitudinal Studies; Ethics; Spiritual Development; Student Participation; Expectation; Teacher Attitudes; Teacher Responsibility; Student Behavior; Special Needs Students; Disabilities; Educational Environment; Teacher Student Relationship; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Expectancy; Erwartung; Lehrerverhalten; Lehrverpflichtung; Student behaviour; Schülerverhalten; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	How might a concern with children's spirituality "touch down" within the different spaces, discourses and performances within a school? This article is concerned with the affordances of children's rights discourse in relation to young people's participation, deliberation, and ethical work upon the self, within one primary school in Scotland. We report on the findings of a three-year research project involving researchers at the University of Stirling in conjunction with Save the Children Scotland that examined children's understanding of their rights and analysed the impact of increased participation on their understanding, learning, achievement and relationships. Three phases of the project are described here together with a summary of the main research findings. Each phase of the research implicated a range of different theorists in an effort to make sense of the data, including spatiality theory, genealogy of school spaces, and actor network theory. We conclude by giving consideration to some of the complexities involved in constructing the text "Promising Rights" (Allan, et al., 2005) for others to use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10