Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/916
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
Author(s): Mannion, Greg
Contact Email: gbgm1@stir.ac.uk
Keywords: children
participation
children's rights
citizenship
listening to children
spatiality
relations
post-structuralism
Parent and child
Communication in the family
Identity (Psychology) in children
Issue Date: Sep-2007
Date Deposited: 11-Mar-2009
Citation: Mannion 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/10.1080/01596300701458970
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.
DOI Link: 10.1080/01596300701458970
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

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