Beyond the Disneyesque

Abstract

'…with children you think very differently.' (Fiona) AbstractThe article describes a case study of children and young people's participation and the attendant effects on professional practice and child-adult relations. We consider the findings under four headings: professional learning, child-adult relations, childhood memories and the spatial dimensions of change. Evidence indicates that adults and children were finding new ways of working and relating and that these processes were inherent in efforts to reconfigure space. The analysis shows how adult and child identification, relations and associated constructions of childhood and adulthood were connected. We argue that changes occurred in and through the shaping of real and imagined places.

The land is my school: Children, history, and the environment in the Canadian province of British Columbia

“…Like the present, the past represents a complex amalgam of experiences and perspectives and this holds true for both adults and children. Building on scholarly interest in spatiality in the history of children and the history of education, we show that children in the past, like their contemporary counterparts, had complex and varied experiences in, and relationships with, the environment as a site of learning (Holloway and Valentine, 2000;Horton and Kraftl, 2006;Mannion, 2004;Mills, 2012). We are attentive to how age shaped how settler adults and children communicated about these experiences and relationships in their letters to ECS teachers and officials.…”

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

“…Going outdoors can embrace different activities and levels of connectedness with a particular location creating a need for a place-responsive pedagogy that recognizes and uses the local environment, culture, and place [19]. Mannion and colleagues [20] have provided a taxonomy of outdoor activities: place-ambivalent (anywhere); place-sensitive (taking some account of place); and place-essential (only possible within a particular authentic place). The core concept of place-responsive education is that it "implies openly educating by-means-of-an-environment with the goal of understanding and enhancing human-environment relationships" [21].…”

Ewolucja dyskursu o partycypacji społecznej dzieci

“…Tłem rozważań stają się teorie demokracji liberalnejzaproponowane przez Toma Cockburna (2010 i 2013) -albo teorie rządzenia i zarzadzania, reprezentowane chociażby przez Therese O'Toole i Richarda Gale'a (2008) czy Kay Tisdall (2010). Z kolei Greg Mannion (2004Mannion ( i 2010 wykorzystał teorię przestrzeni, zaś Ann Graham i Robyn Fitzgerald (2010) zaproponowały teorie dialogu społecznego i inkluzji (2010). W dyskursie o partycypacji dzieci wykorzystywane są także teorie zmiany społecznej oraz ogólne teorie obywatelstwa i partycypacji społecznej (Thomas: 2012).…”