Observing Children’s Capabilities as Agency

Baraldi, Claudio; Iervese, Vittorio

doi:10.1007/978-94-017-9091-8_3

Cited by 27 publications

(9 citation statements)

References 33 publications

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“…In other words, understanding how children's development processes take place implies a strongly relational understanding of the way individuals function and of the mechanisms with which they convert latent capacities into competences and freedoms (Clark & Ziegler, ). A balance must be found between what is required to ensure that children's interests are met (in the abstract) and the peculiarities of the children and their milieu which force a revision of theoretical models in order for them to ensure the conversion of external provisions and protections into substantial competences, capabilities and freedoms (Baraldi & Iervese, ; Biggeri & Santi, ).…”

Section: The Formation Of Aspirations Freedoms and Achievementsmentioning

confidence: 99%

A capability approach to children's well‐being, agency and participatory rights in education

Hart

Brando

2018

Euro J of Education

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This article applies a capability approach to examine how children's agency, well‐being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well‐being freedoms and achievements to highlight the tensions and trade‐offs between risks to children's agency and well‐being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well‐being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward.

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Section: The Formation Of Aspirations Freedoms and Achievementsmentioning

confidence: 99%

A capability approach to children's well‐being, agency and participatory rights in education

Hart

Brando

2018

Euro J of Education

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“…Agency in education is observed when children's choices are not determined by adults' choices (James et al, 1998;James, 2009;James and James, 2008;Baraldi, 2014); agency is visible in social interactions when children's choices are autonomous, based on self-determination (Bae, 2012;Baraldi, 2014;Baraldi and Iervese, 2014;Bjerke 2011) and consequential, because they make a difference for all participants in the educational context (Holdsworth, 2005;Markstrom and Hallden, 2009;Moss, 2009).…”

Section: Personal Trustmentioning

confidence: 99%

Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds

Farini

Scollan

2021

Stud. Migr. Prz. Pol.

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Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequalities, CMB are often considered untrustworthy partners construction of the learning and teaching experience. Trust based on categorical inequalities becomes a form of trust in distrust and CMB are positioned in the children’s needs paradigm where decision-making is reserved to teachers who act for them and on their behalf. When trust is based on personal relationships, CMB are positioned as agents who are capable to voice their interests, bringing about consequential changes in the contexts of their experiences. CMB are positioned in the children’s interests paradigm, where agency is expected and promoted as a right of children who are socially constructed as agents who can make a difference with their choices.

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“…This view of childhood does not only take a future view of children ‘being’ but also acknowledges their role in ‘becoming’. They are active participants in this process (Baraldi and Iervese, 2014).…”

Section: Dramatic Enquiry As a Capability Modelmentioning

confidence: 99%

“…We advocate that our creative processes enabled children to practice agency through social participation within the drama and creative writing process. We term agency within this socio‐cultural framework as the ‘capability to open up different courses of action in communication processes’ (Baraldi and Iervese, 2014, p. 2). We see the creative process as a ‘conversion factor’ in developing these capabilities or competences (Baraldi and Iervese, 2014).…”

Section: Theoretical Lensmentioning

confidence: 99%

Releasing the socio‐imagination: children's voices on creativity, capability and mental well‐being

Stephenson¹,

Dobson²

2020

Support for Learning

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With increasing concerns in the UK about the positive mental wellbeing and flourishing of children, this research, using drama and creative writing with primary school teachers, children and a theatre company, looks at the links between creative processes and children's well-being. This pedagogy applies a capability approach and we use this lens to examine children's critical reflections on the project. Interview data highlight the link between agency, social imagination and subjective well-being. The study offers some concrete examples of the ways in which creative processes can move beyond an outcomebased understanding of the curriculum by offering a legitimate space for children to explore their values and develop competencies which are crucial for well-being in the 21st century.

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Observing Children’s Capabilities as Agency

Cited by 27 publications

References 33 publications

A capability approach to children's well‐being, agency and participatory rights in education

A capability approach to children's well‐being, agency and participatory rights in education

Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds

Releasing the socio‐imagination: children's voices on creativity, capability and mental well‐being

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