As a Conclusion, to the Future: A Discussion on Trust, Agency and the Semantics of Rights in Intergenerational Relationships

Abstract

As a conclusion, to the future. A discussion on trust, agency and the semantics of rights in intergenerational relationships

‘If you don’t feel respect then morally, it just takes a lot out of everything you’re doing”: learning in a pedagogical approach inspired by Reggio Emilia middle years school settings

“…Traditional schooling and education have not always focussed on supporting children to be agents of their own learning (Greene & Nixon, 2020). When teachers recognise children as agentic learners, they create spaces and relationships which support children's self-expression, take their views into account, consult with and involve them in decision-making processes and where power and responsibility is shared (Farini, 2019;Ghirotto & Manzoni, 2013). The concept of children as rights holders in their learning recognises that they have an opinion, a voice and hold valuable knowledge which can generate thoughts about the issues which affect them (Harcourt & Haarglund, 2013), enabling them to take on the tasks of tackling these important issues (Farini, 2019).…”