As the world begins to emerge from the COVID-19 pandemic and grapples to find ways to respond to climate change, there is growing recognition of the need to give space and time in primary schools to hear children’s experiences, ideas and perspectives on these matters and to promote their active participation in democratic solutions. This book presents vibrant examples from professional educators and researchers across the globe who are demonstrating how primary schools can nurture the conditions for new democratic education through empowering educators’ and children’s voices and agency.
Written as a genuine partnership between research experts and experienced classroom teachers, the book delves into historic and contemporary theories and evidence about the children’s voices movement, and new democratic education, helping to root teachers’ practices to strong educational theoretical concepts. The second section presents a set of diverse and detailed examples drawn from primary classrooms and schools that illustrate how these ideas are taking shape in teaching and learning across the world; chapters will bring to life the principles upon which schools have empowered young voices, sharing examples of success and thriving students. Finally, a set of thought-provoking manifestos will offer new opportunities and fresh theories for educators to explore, with the purpose and intention to take forward in their own primary school contexts.
This is a vital resource for any new or experienced teacher or school leader looking to take research-informed and principled approaches to changes in schools so that teaching and learning ignites the social imagination for 21st-century educators and learners.
Author(s): James Biddulph, Luke Rolls, Julia Flutter
Series: Unlocking Research
Publisher: Routledge
Year: 2022
Language: English
Pages: 260
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Acknowledgements
River map: Introducing the book’s structure
Chapter 1: Children’s voices: The river’s source
Let us show democracy
Our future, our voices
Our futures – our voices
Section A: Children’s voices found
Chapter 2: Raising voices: Journeying towards a new democratic education
Voices from the past
Where did the idea of ‘children’s voices’ originate?
The United Nations convention on the rights of the child
Changing social constructions of children and childhood
School improvement research
Psychological perspectives on learning and talk
Democracy and citizenship
The leashing of childrens voices
The unleashing of children’s democratic voicing
Introducing Tom: a spoken and listened-to voice
Introducing Claudia: a reported voice
Towards a new democratic education
References
Chapter 3: Enabling parity of participation by listening to ‘pupil voice’
Introduction
Negotiating ‘pupil voice’
The three Rs of social justice as parity of participation
First R: Redistribution
Second R: Recognition
Third R: Representation
Strategies for drawing appropriately on ‘pupil voice’
Inferred versus expressed needs of children: a fine balance
Dialogic teaching: preparing children to express their voices
A framework for nurturing pupil voice
Principles in practice
Ethos and values
Relationships in school between adults and children
Curriculum
Diversity
Pedagogy
Autonomy
Community connections
Example of focusing on children’s voices during a science lesson
Some strategies for engaging with children’s voices
Closing comments
References
Chapter 4: Wilful strangers in a possible democracy
Introduction
Democracy and education: the context for schools
The dinner party conversation: Maxine Greene, bell hooks, and Hélène Cixous
The first course: inclusion as the core of democracy
The main course: liberty in democracy
The dessert course: social imagination
After dinner: summarising the conversation
A practical way to engage democratic participation: hosting a dinner party
A new beginning: living the social imagination
References
Section B: Children’s voices heard
Chapter 5: Fake news: Is developing critical literacies a waste of time?
Introduction
Truth versus lies – the rise of ‘fake news’ and the role of media and information literacy
Context and educational challenges
Media and information literacy: critical thinking and critical thinking pedagogy
Evidence of children’s ability to identify ‘fake news’
How to navigate the online world: media and information literacy in the classroom
Initial reflections
Session 1
Session 2
Explicit teaching sessions
Understanding the difference between credible and ‘fake news’
Identifying the skills needed to spot ‘fake news’
Applying critical thinking skills for evaluating news online
Critical, compassionate global citizens: a vision for the future
References
Chapter 6: An education for democracy: Empowering agency and community in a Czech school
References
Chapter 7: Voices from a distance: Learning from pupils’ experiences of online teaching to ensure educational continuity
Introduction
Paris lab school
Solidarity in challenging times
Remote learning during school closures in Spring 2020
Theoretical framework & rationale: activity theory as a conceptual lens to study online education
Methodology & data
Results and discussion
From physical environment to online environment: new tools and new rules
Appropriating a new tool and playing with rules: how to draw the attention
Inventing online transitional spaces
Conclusion
Acknowledgments
Note
References
Chapter 8: Schools as embryonic societies: Introducing elements of democratic education in everyday school life
Introduction
About Laborschule Bielefeld
Small-scale democracy: Laborschule as an embryonic society
Elements of democratic education at Laborschule
Responsibility for others: students mentoring students
Organisation of one’s own learning: learning plans and project work
Managing group matters together: the assembly
Becoming aware of oneself and communicating: giraffe language
Engagement beyond school life: political topics
Shaping school life: committees
Perceiving school holistically: architecture as a democratic feature
Institutionalising children’s participation in the decision-making process – a school development process
The former status quo
En route towards institutionalisation – creating a constitution
Coming to decisions – and making them visible
Shaping school life – integrating our school’s constitution into everyday life
Conclusion and perspectives
Acknowledgements
Note
References
Chapter 9: Citizenship education as a relational practice: Inclusion and participation of young citizens based on the example of 1:1 mentoring in primary schools
Introduction
Preconditions for democratic participation of young citizens in the migration society
Active citizenship
Acts of citizenship and citizenship as a relational practice
Heterogeneity and diversity
Inclusion and democracy education
Democracy education through interaction and contact between social groups
Case study: inclusion and participation in primary education based on the example of 1:1 mentoring for children with migration or refugee biographies
The Nightingale Mentoring Programme
Children as full subjects in early citizenship education
Conclusion and outlook
Notes
References
Chapter 10: Building cultural literacy through dialogue: Democracy at the heart of learning
Introduction
DIALLS and cultural literacy
Tolerance, empathy and inclusion
The cultural literacy learning programme
The social dimensions of dialogue
Using ‘silent’ picture books and short films in the classroom
Case study 1: Reflections from Laura
Case study 2 – Reflections from Beci
Conclusions
Summary
Acknowledgements
Note
References
Chapter 11: From polite agreement to passionate uncertainty: ‘Turning towards difference’ in Philosophy for Children (P4C) Lessons
Introduction
The limits and possibilities of philosophy for children
P4C sessions
Looking forward: spaces for democratic practice
References
Section C: Children’s voices unleashed
Chapter 12: Votes for Children!
Children are not competent to vote
Children would simply do what their parents say
Childhood should be protected from politics
Votes for children is gerrymandering the system
The case for giving children the vote
Further Reading
Chapter 13: Children unlocking/unleashing their voices during and beyond a national lockdown
Extracts from my personal reflective journal, 2021
And so it began…
References
Chapter 14: Reinforcing the pipeline of citizenry: How high school students create platforms for elementary and middle school students’ voices in Kentucky, United States
Introduction
The United States context
Getting to know the Kentucky student voice team
Platform 1: Research
Platform 2: Advocacy
Platform 3: Training
How these platforms changed how students and adults view students’ role in education
Conclusion: reinforcing the pipeline to citizenry
Notes
References
Chapter 15: The ADVOST project: Facilitating voice and agency in the early years classroom
Introduction
UK case study
Underpinning theoretical ideas
Research methods and methodology
Findings
Conclusion
References
Chapter 16: The superpower of the child: A movement for student agency from Riverside School, India
Introduction
The Riverside School story: beginning with the child
Voice, agency and participation: don’t underestimate the students!
Voice and voices: sowing seeds for democracy
Note
References
Chapter 17: Voice, agency, and power in the classroom
Introduction
Power in the classroom
Voice and agency in the classroom
Establishing participatory conditions in the classroom
Rights basis for enabling space, voice, audience, influence in the classroom
Supporting voice and agency in the classroom
Conclusion
References
Further reading
For the full articles relating to some of the participatory models and approaches mentioned, see
For more information about the Sociology of Childhood, see
Afterword: Learning to live together
Postscript: Children’s voices: Becomings
Reference
River map: Logging your journey
Index
