|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Going Spatial, Going Relational: Why ‘listening to children’ and children’s participation needs reframing|
listening to children
|Publisher:||Taylor & Francis|
|Citation:||Mannion G (2007) Going Spatial, Going Relational: Why ‘listening to children’ and children’s participation needs reframing, Discourse, 28 (3), pp. 405-420.|
|Abstract:||This article explores the consequences of the view that the identifications of children and adults and the spaces they inhabit are intimately related. Firstly, the article reviews the rationales that suggest we should consult with children and young people and encourage their participation. Arguments are made, using examples, to support the view that policy and practice and research on children’s participation are better framed as being fundamentally about child_/adult relations. Secondly, the emerging field would benefit from becoming more sensitive to how place and space are implicated in identity formation.|
|Rights:||Published in Discourse: Studies in the Cultural Politics of Education by Taylor & Francis. This is an electronic version of an article published in Discourse: Studies in the Cultural Politics of Education, Volume 28, Issue 3 September 2007, pages 405 - 420. Discourse: Studies in the Cultural Politics of Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=0159-6306&volume=28&issue=3&spage=405|
|Affiliation:||Teaching Qual for further Education|
|Discourse Article Mannion 2007.pdf||320.27 kB||Adobe PDF||View/Open|
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