Towards an Inclusive School Meal. Strategies to Provide Equal Opportunities. The aim of this study is to explore how the school meal can be organized in different ways in order to become more inclusive for all pupils. The study is based on data from a three-year research project where school and kitchen staff in three schools have been interviewed twice about their experiences of the school meal situation to identify current challenges and desirable improvements. Despite a similar set of problems with logistics and the physical and psychosocial environment of the canteen, the schools choose different strategies to provide equal opportunities for the pupils. The strategies consisted of a variety of common and individual solutions aimed at all pupils or specific groups of pupils, often with disabilities. Spatial, social and didactic aspects of inclusion and different understandings of inclusion were reflected in the schools' organisation of the school meal.

The aim of this study is to examine how the triadic relationship between children, toys and the educational context of a Waldorf preschool may contribute to children's growing imagination. The toys provided at Waldorf preschools in general are simple objects, and the selection is limited. Still, the toys are supposed to stimulate the imagination of children. In this analysis, we draw on Iris Murdoch's distinction between imagination and fantasy in order to highlight two qualities of the ability of imagination: Imagination implies openness and curiosity towards new ways of being and acting, and fantasy suggests a closed approach that offers few new possibilities. The distinction between these qualities enables us to examine how the relationship between children, toys and educational context opens or closes the children's growing imagination. The study identifies three particular factors that influence the possibilities for children's imagination. These are: a) the form of the toys; b) the placement of the toys; and c) the pedagogical intentions of the teachers and their interactions with the children.

In this article, we call for a gendering of children’s rights by using an intersectional approach. First, age and gender in different theoretical frameworks are highlighted. Second, we demonstrate the interconnection of age and gender in United Nations human rights treaties and interpretation guidance. Third, current gendered rights issues are identified and new ones are proposed. Finally, we argue that further gendering of children’s rights is necessary to acknowledge issues relating to children with different gender, sexual orientations and ethnicities.

This article is based on a fieldwork study that explored a 1-year-long process of integrating children's human rights-respecting practice in a preschool through a project with a popular culture theme. Drawing on John Dewey's educational theory, educative participatory experience is suggested as a useful concept to further understand and develop different forms of participation practices. The twofold aim of the article is to demonstrate the children's educative participatory experiences and relate these to the teacher's acknowledgement of both children's collective agency and their individual capacity to participate. The methods used are semi-structured interviews and video-documented and participatory observations. The data mainly consists of field notes, video recordings, photographs and transcripts. The results show that the teachers are viewing the children, and providing possibilities for them to act, as knowledgeable experts, competent conflict-solvers and reflective and caring practitioners. Furthermore, they consider both the children's individual and collective rights and responsibilities when creating a rightsrespecting preschool environment. ARTICLE HISTORY

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