Decolonizing Childhoods

Liebel, Manfred

doi:10.51952/9781447356424

Cited by 18 publications

(24 citation statements)

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“…This can only be achieved by explicitly including in the mainstream both researchers, and academics broadly construed, who are from the Global South by properly valuing their contributions, and collecting data from infants, children, and indeed people of all ages, who are developing outside the Global North, in an environmental context that by definition does not exist in Western countries. We need to account for the diversity of environments and cultures seen around the world in order to create, refine, and test theories that capture the role of the environment in development (Liebel, 2020; Rabello de Castro, 2020). Otherwise, we merely describe the specifics of Western development, leaving ourselves open to being socially, geographically, and temporally limited.…”

Section: Diversity In Approaches and Scholarsmentioning

confidence: 99%

The myth of normative development

Forbes

Aneja

Guest

2022

Infant and Child Development

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Over the past decade, the field of psychology has come under increasing fire for the replicability of purported findings, for the transparency of the methods used, and for the generalisability of the claims. In general, these criticisms have focused on the methodological and statistical aspects of published work. Herein, we highlight the importance of diversity of both our experimental samples and of our researchers within developmental psychology as a barrier to generalisability. Far beyond being a purely methodological question, e.g., of heterogenous sampling, ignoring the importance of context and environment in development implies risking failing to comprehend pivotal facets of development. Importantly, we discuss the harms done to our science's theoretical contributions as a direct result of defining and maintaining misplaced "norms" or "normative" developmental scenarios. Finally, we outline how even small steps by individuals can be impactful, such as ceasing to request unsubstantiated comparisons to the Western "norm" in peer review.

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Section: Diversity In Approaches and Scholarsmentioning

confidence: 99%

The myth of normative development

Forbes

Aneja

Guest

2022

Infant and Child Development

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“…The European research project MiCREATE-Migrant Children and Communities in a Transforming Europe, 1 on which this article builds, 1 822,664 -MiCREATE -H2020-SC6- MIGRATION-2018-2019/ H2020-SC6MIGRATION-2018 aware of multiple dimensions of educational and social systems, adopted a "child-centered" approach (Clark, 2011;Clark and Moss, 2011;Mayeza, 2017) and invited most agents involved in education to overcome a reductionist approach to the phenomenon. By adopting a child-centered approach, a perspective more and more present in different knowledge areas (Walton, 2018;Grant et al, 2022), researchers tried to avoid a persistent tendency to colonize childhood and youth (Cannella and Viruru, 2003;Liebel, 2020). In our research, this perspective aims to circumvent the common-sense presuppositions about what 'we'-adults, with our cultural and academic mind-frames, tend to think of as the indicators and stimulators of inclusion and reception.…”

Section: Introductionmentioning

confidence: 99%

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Onsès-Segarra

Carrasco-Segovia²,

Sáncho-Gil³

2023

Front. Educ.

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This paper builds on the European project MiCREATE, which aimed to explore and stimulate migrant children and youth reception and inclusion in educational and social systems by adopting a child-centred approach at educational practice and policy levels. We focus on the role of the students’ local and immigrant families in this often-challenging process. We have evidence of the vital role of families in children and youth education. However, research mainly focuses on teachers when discussing issues related to the reception and inclusion of migrant students in schools, often forgetting that families and children/youth are also critical elements in these processes. In this project, we have explored the roles expected and developed by local and foreign families in facilitating and accompanying schools and students on these not-always-easy paths using various methods and activities. This paper focuses on aspects of the MiCREATE project related to the crucial role of families in their children’s social and educational experiences in the host country. It is based on fieldwork carried out in 16 schools in Spain, including teachers, families, students, educational community members and policymakers. Art-based research methods, open-ended interviews and focus groups provided a broad picture of the different views and expectations of all those involved in formal education. From the thematic analysis of the participants’ contributions, results emerge around two main focuses: (1) difficulties migrant families face in getting involved in school life, such as cultural clashes, school segregation, migrant families’ environment and the difference between primary school and secondary schools; (2) more general and specific initiatives that facilitate migrant family involvement in school life.

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“…Even child rights advocates are questioning whether a monocultural view of children's rights is the best way forward in ensuring positive outcomes for children (Faulkner and Nyamutata, 2020;Huijsmans, 2016). Liebel (2020), for example, maintains that critical approaches do not doubt or challenge gillett-swan et al…”

Section: Introductionmentioning

confidence: 99%

Theorising in Educational Children’s Rights Research

Gillett-Swan

Quennerstedt

Moody

2023

Int. J. Child. Rights

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Child rights research has increased since the adoption of the Convention on the Rights of the Child (crc) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in theory calls for a thorough discussion about theorisation. This systematic review engages in this debate by exploring what is positioned as “theory” in educational children’s rights research, and what function theory has. Analysis determined that alignment with established theoretical approaches is uncommon. Previous research literature is instead often positioned as theory, mostly in combination with policy, law or an established theory. Main functions of theory are to construct the object of study and to provide analysis support. Some uses of theory appear to be more powerful than others.

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Decolonizing Childhoods

Cited by 18 publications

References 0 publications

The myth of normative development

The myth of normative development

Migrant families and Children’s inclusion in culturally diverse educational contexts in Spain

Theorising in Educational Children’s Rights Research

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