Teachers invariably want to do right by children in their classrooms. Increasingly, this means listening to children and acting on their views. Listening to “student voice” and incorporating children’s views about education in classroom and school decision making is important if we want to encourage authentic forms of belonging, wellbeing, learning, and achievement that really matter to children
This review generated inclusive strategies in planning public playspaces, which could support local policymakers in this complex multi-layered process.
This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
Child-led research has arisen in response to changed perspectives on children’s rights and capabilities. However, questions remain about the implications of children participating in ways and for purposes designed by adults.
Despite the fact that most countries have ratified the United Nations’ Convention on the Rights of the Child, girls with disabilities experience multiple forms of violence and oppression.
Scholars in childhood research have been reconsidering whether the participation of children and young people in sensitive research is necessary. This paper questions whether some of these objections arise out of colonial attitudes towards childhood, young people, human rights, and research.
This research aimed to evaluate young children’s This article compares democratic participation research in Scottish schools over a 10-year period.
This research aimed to evaluate young children’s engagement, participation and inclusion within a city museum by utilising observations and semi structured interviews with children and families.