Infantographies

Tesař, Marek; Guerrero, Margarita Ruiz; Anttila, Eeva; Newberry, Jan; Hellman, Anette; Wall, John; Santiago-Saamong, Charla Rochella; Bodén, Linnea; Yu, Hui; Nanakida, Atsushi; Diaz-Diaz, Claudia; Xu, Yuwei; Trnka, Susanna; Pacini‐Ketchabaw, Veronica; Nxumalo, Fikile; Millei, Zsuzsa; Malone, Karen; Arndt, Sonja

doi:10.1080/00131857.2021.2009341

Cited by 11 publications

(12 citation statements)

References 33 publications

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“…In collectively exploring this question, we linked the idea of childhood with educational spaces and places, such as early years classrooms, and associated curricula or pedagogies. In this prologue, I move toward a different line of thinking formed through prior collective writings regarding who is a child and what is childhood and how we research these concepts (Tesar et al, 2021). By looking at a much broader foundation of the formation of childhood and its relation to time, this new thinking allows the concept of childhood to be liberated from the classroom, and its pedagogical or curricular disciplinary powers.…”

Section: Marek Tesarmentioning

confidence: 99%

Childhoods and Time: A Collective Exploration

Ribeiro¹,

Millei

Hohti

et al. 2023

J Child. Stud.

Self Cite

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This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors’ distinct scholarly positionings fractures “modern childhood” and its civilization project, built from the hegemony of linear, sequential, progressive, and principled time.

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Section: Marek Tesarmentioning

confidence: 99%

Childhoods and Time: A Collective Exploration

Ribeiro¹,

Millei

Hohti

et al. 2023

J Child. Stud.

Self Cite

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“…Participation represents a commitment to the dignity of children and recognition of their existence and the assertion of this (Nussbaum, 2011). However, child participation is problematic, given the adultcentric, patriarchal, colonialist and modern nature of the very concept of child and childhood (Tesar et al, 2021b).…”

Section: The Importance Of Child Participation In Infant Schoolsmentioning

confidence: 99%

“…In recent decades, the philosophy of education has engaged in an interesting debate proposing the need to reconsider the question ‘who is a child?’ and ‘what is childhood?’, from post-structuralist, post-humanist, feminist and post-colonial perspectives. This has destabilised some assumptions of how modernity answered these questions, for example, the idea that there is only one childhood, that children are beings at risk who need protection because they are incapable of taking care of themselves, or adult-child binary thinking (Tesar et al, 2021b).…”

Section: The Importance Of Child Participation In Infant Schoolsmentioning

confidence: 99%

Child participation in early childhood education in Spain: When having rights does not mean being able to exercise them

Zubizarreta

Salvador

2023

Policy Futures in Education

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This article carries out a systematic review of the scientific literature on child participation in the formal education system in Spain between 2010 and 2022. Recognising the importance of child participation in the context of the European Union, the theoretical principles of this study are in line with the perspective that child participation involves recognising the fundamental right of children to be heard and taken into consideration from an early age and providing them with the opportunity to convert that listening into positive changes to aspects that affect their lives. Child participation has significant benefits, both from an individual point of view (the child’s own development and the recognition that all rights are for all children), and a social and collective point of view (the strengthening of democracy itself making the school a school for participation). The systematic review of the scientific literature was conducted according to the PRISMA statement 2020. The analysis of the selected articles was based on the Lundy model of child participation (2007) which considers four dimensions: space, voice, audience and influence. The results show that despite the Spanish scientific community’s growing interest in child participation in the field of early childhood education, school culture is still very adult-centric. Aspects related to the dimensions of voice, audience and influence could be improved for which more research is required. There is a clear need to broaden the techniques and instruments required for making child participation effective, and experiences that go beyond consultative participation should be developed. This would enable forms of child participation focused on improving their lives based on their own needs being heard and taken into consideration.

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“…Often, they reflect on their relationships with people, places and things. This is one of the many reasons why we say ‘global childhoods’ and not ‘global childhood’ (Tesar et al, 2021).…”

mentioning

confidence: 99%

Teaching ‘global childhoods’ in Childhood Studies

Abebe,

Balagopalan,

Ansell

et al. 2023

Childhood

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Infantographies

Cited by 11 publications

References 33 publications

Childhoods and Time: A Collective Exploration

Childhoods and Time: A Collective Exploration

Child participation in early childhood education in Spain: When having rights does not mean being able to exercise them

Teaching ‘global childhoods’ in Childhood Studies

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