Naslov
Child Participation in Schools – from Values to Practice

Autori
Borić, Ivana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
Nternational scientific conference 16th Mate Demarin Days

Mjesto i datum
Pula, Hrvatska, 27.04.2017. - 28.04.2017

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
children, school, participation

Sažetak
Any discussion of children’s rights inevitably starts with the Convention on the rights of the child (1989). This Convention has, in a way, brought to life and publicized a change in the way that the child and childhood are understood, with regard to the child’s competences and the importance of hearing children’s experiences and opinions (Verhellen, 2000). In that sense, the public discourses often refer to terms such as “the contemporary, post-convention child” and “the contemporary, post-convention childhood” (Pećnik, 2008 ; Markovinović, 2010 ; Kušević, 2010). These contemporary notions see children as co-creators of their lives, as autonomous entities, in opposition to the former paternalistic understanding of children as immature and lacking in competence. The traditional understandings of children and childhood are based on the idea of child as an entity in the making, as opposed to the contemporary notion of child as entity in existence, in its own right (Prout and James, 1997). In the traditional notions of child and childhood, the children were not visible, nor were their voices taken into account. Just as is the case with understanding children’s participation on a general level, so pupils’ participation assumes different factors in the context of the school: from formal participation in pupils’ representative bodies, individual contributions at the classroom level, participation in activities and projects, and initiating project. In this regard, there are differences across schools, with some schools having participation as an everyday experience, while in others it is only an isolated occurrence, more declaratory than meaningful. Meaningful participation may strengthen and emancipate the students, even in the sense of emancipation from traditional educational practices (Masschelein and Quaghebeur, 2005), making the experience of participation at school-level exceptionally important for the child’s understanding of what it means to be an active and involved citizen (Smith, 2007).

Izvorni jezik
Engleski

Znanstvena područja
Edukacijsko-rehabilitacijske znanosti

POVEZANOST RADA