Children & Society最新文献

Much of the research on children's right to participation has focused on formal settings, with less attention given to everyday contexts. The current study explores the scope of children's participation in everyday life in the family, school and community. Based on a sample of 46 000 children from 32 countries, children's participation was found to vary across the different contexts. Moreover, the quality of the children's relationships with adults was found to be positively related to the degree of their participation. Finally, some cross-national differences were found.

This ethnographic study explores how South Korean parents understand their language use as a significant resource for their children's education. By expanding the concept of ‘talk labour’, this article examines how South Korean parents report on managing their day-to-day communication with their children as part of their educational work and how they conceptualize and evaluate their talk labour in different ways according to their socioeconomic backgrounds. Acknowledging the multifaceted dimensions of talk labour, we can better understand the diverse strategies employed by South Korean parents in relation to their aspirations for their children's futures as well as their aspirations to become ‘good parents’.

The article begins with a discussion of the contribution of childhood studies to our understanding of children's ethics, taking into account feminist inputs to the debate over the ethics of care and the ethics of justice. Then, based on two qualitative studies carried out in Chile with children between 10 and 13 years of age, the article shows the emphasis the children place on reciprocal care between parents and children. This concern for reciprocity is accompanied by notions of justice and rights in how they evaluate the parent–child relationship. The data reveal the complex ways in which the ethics of care and of justice interlock in the children's discourses. The article concludes by tracing the links between these results and the conditions of productive and reproductive work in contemporary Chile as reflected in the children's discourses, and it shows how children have begun to internalise a focus on children's rights in reflecting on their daily lives.

Through in-depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science-centric) or inadequate (e.g., sparse, absent) school-based CCE. Youths' recommendations emphasized the need for justice-driven and action-oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice-minded, systems-level change. Findings have implications for curricular and policy change that enable education for climate justice action.

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the Welsh Government agenda post-devolution. Data were gathered via a qualitative online bilingual (English and Welsh) survey offered via email to teachers of children aged 3–7 in Wales. The overarching research question of the project was: How do teachers of children 3–7 years understand and enact the notion of participation as it relates to the children they teach? Data analysis focused on research participants' apparent constructions of the children they teach and their capabilities, and unpacked the ways in which these constructions relate to the reported opportunities for participation. The discussion is informed by the notion of the threshold concept, described by Meyer & Land as akin to a portal that opens new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child maybe a threshold concept in shaping the realisation of children's participation rights in educative contexts.

The main objective of the Youth Tackling Climate Emergency Educational Proposal (YTCEEP) is to involve secondary students in addressing climate action-related subjects from a local context and in a proactive way. We present an evaluation of its third edition, based on the answers from final surveys assessing knowledge, perceptions and attitudes. Main results show that YTCEEP promotes reflection on environmental and social problems; although knowledge slightly improved on the subthemes researched, moderate–low knowledge on climate change in general was detected. Students do positively consider YTCEEP and the programme provides an educational opportunity to address several Sustainable Development Goals (SDGs) related to SDG13.