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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/916
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dc.contributor.authorMannion, Gregen_UK
dc.date.accessioned2016-11-05T03:01:10Z-
dc.date.available2016-11-05T03:01:10Z-
dc.date.issued2007-09en_UK
dc.identifier.urihttp://hdl.handle.net/1893/916-
dc.description.abstractThis 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.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francisen_UK
dc.relationMannion G (2007) Going Spatial, Going Relational: Why ‘listening to children’ and children’s participation needs reframing. Discourse, 28 (3), pp. 405-420. https://doi.org/10.1080/01596300701458970en_UK
dc.rightsPublished 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=405en_UK
dc.subjectchildrenen_UK
dc.subjectparticipationen_UK
dc.subjectchildren's rightsen_UK
dc.subjectcitizenshipen_UK
dc.subjectlistening to childrenen_UK
dc.subjectspatialityen_UK
dc.subjectrelationsen_UK
dc.subjectpost-structuralismen_UK
dc.subjectParent and childen_UK
dc.subjectCommunication in the familyen_UK
dc.subjectIdentity (Psychology) in childrenen_UK
dc.titleGoing Spatial, Going Relational: Why ‘listening to children’ and children’s participation needs reframingen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2009-05-01en_UK
dc.rights.embargoreason[Discourse Article Mannion 2007.pdf] Publisher conditions require an 18 month embargo.en_UK
dc.identifier.doi10.1080/01596300701458970en_UK
dc.citation.jtitleDiscourseen_UK
dc.citation.issn2040-3674en_UK
dc.citation.volume28en_UK
dc.citation.issue3en_UK
dc.citation.spage405en_UK
dc.citation.epage420en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailgbgm1@stir.ac.uken_UK
dc.contributor.affiliationTeaching Qual for further Education - LEGACYen_UK
dc.identifier.scopusid2-s2.0-34547271247en_UK
dc.identifier.wtid825643en_UK
dc.contributor.orcid0000-0003-2233-9278en_UK
dcterms.dateAccepted2007-09-30en_UK
dc.date.filedepositdate2009-03-11en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorMannion, Greg|0000-0003-2233-9278en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2009-05-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2009-04-30en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2009-05-01|en_UK
local.rioxx.filenameDiscourse Article Mannion 2007.pdfen_UK
local.rioxx.filecount1en_UK
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