D Devine
Datos Biográficos
| ID | 4141 |
|---|---|
| NOMBRE | D Devine |
| NOMBRES | D |
| APELLIDO | Devine |
| FIRMA | DEVINE D |
| AFILIACIONES | University College Dublin |
| ORCID | 0000-0002-1201-6611 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 49 |
| TOTAL DE CITAS | 270 |
| TOTAL COMO AUTOR | 49 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1990 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
‘A School Day’ Board Game
Considering the time children spend in schools and the impact this time has on their present and future lives, developing a better understanding of their school experiences is crucial for those interested in childhoods and children. Such understanding requires methodologies that respect children’s evolving capacities and rights, while addressing the methodological challenges arising from their marginalised position. This paper introduces ‘A Schoo…
Building Children’s Competencies for Educational Achievement Through Chores and Labor
This study investigates whether children’s work outside of school (manual work and domestic chores) positively impacts their educational outcomes, via the development of social and emotional resources. This challenges assumptions that child work is always detrimental to academic outcomes. The study is set in rural Sierra Leone and uses four waves of data from the Safe Learning Study (N = 3,118; female: 43%), a longitudinal intervention aimed at i…
Social Inclusion of Immigrant Irish Primary School Children
Given world immigration patterns, understanding immigrant children’s social inclusion is crucial, especially the role of school characteristics. The current study examines how individual- and school-level factors shape immigrant children’s peer relationship In Ireland, a context that has experienced rapid demographic change by remains underexplored in the literature. Drawing on social network theory, we analyse data from 2244 primary school child…
The impact of the Covid-19 pandemic on the wellbeing of migrant young people in Ireland
The world-wide COVID-19 pandemic significantly disrupted education, with school closures leading to a shift to remote learning. Existing and emerging research has shown that even a relatively short period of missed school has negative consequences for academic and social outcomes among children and young people, especially for those from more vulnerable families. While emerging research drawing on cross-sectional data has focussed on how the pand…
“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling
Purpose The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sa…
Multigroup model of transition experiences
The transition from preschool to primary school is a pivotal developmental period in children's and their families’ lives. However, not all families have equal access to resources and some parents face additional barriers to the types of transition and school readiness activities they participate in compared families with higher social capital. Using quantitative data from the Children's School Lives (CSL) national longitudinal study of Irish pri…
The Covid-19 pandemic and children’s engagement with learning in rural Sierra Leone
The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of te…
How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood
The current study examined whether delivering wellbeing interventions in schools impacted anxiety development in middle childhood. Schools have an important role to play in addressing children’s anxiety through daily practice in classrooms and by implementing specialist wellbeing interventions that support children’s coping. A nationally representative sample of Irish primary school children (N = 2313; 48.9% male) were surveyed when they were in …
Sensemaking in and for times of crisis and change
The Children’s School Lives (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related chal…
Children as co‐researchers in pandemic times
This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pand…
Picturing safety and danger
The question of dangers and safety in children's lives has become a matter of increasing concern. This paper aims to contribute to the discussion in this field and elaborate on children's experiences of risks and dangers in the context of chronic poverty. Drawing on the post‐humanism approach, we argue that children's conceptions of risks and dangers emerge through their active and mutual exchange with other human and non‐human beings such as riv…
Changing childhoods in coastal communities
This Special Issue explores coastal living, foregrounding the experiences of childhood across time and place. The contributions come from the international, interdisciplinary project titled ‘Valuing the past, sustaining the future: Education, knowledge and identity across three generations in coastal communities’ which was carried out in coastal communities in Norway, the Faroe Islands, Ireland, Cyprus and Australia. Coastal childhoods in communi…
The social acceptance of neurodiverse children in Irish primary schools
Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are soc…
The man is always in front while the woman is at the back”
Our research from Sierra Leone shows how the schooling experience presents new gender puzzles. Since the end of the civil war in 2002, serious efforts have been made to improve access to education and enhance gender equality in schools as part of the Education for All agenda. However, despite enhanced educational opportunities for girls and rising school enrolment rates, girls are still more likely to drop out from school than boys especially in …
Social class, Covid-19 and care
Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has highlighted the tensions that arise when ‘care’ and ‘learning’ are treated as binaries, especially when schools operate within unequal socio-economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a front line service in the lives…
Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone
The study establishes the validity of a new measure of child and adolescent hedonic and eudaimonic wellbeing designed for international use and based on social evolutionary theory. The measure advances the fields of psychometrics and happiness studies by providing the first a-contextual assessment of both hedonic and eudaimonic wellbeing that is suitable for use with children and adolescents. The Child and Adolescent Personal and Social Assessmen…
Learning in a Pandemic
The COVID-19 pandemic resulted in the greatest disruption to children's schooling in generations. This study analyses primary school children's emotional engagement with remote schooling during the Spring 2020 lockdown in the Republic of Ireland, which involved one of the longest school closures among rich countries at the time. It investigates whether children's engagement with their remote schooling varied by personal and family characteristics…
Assessing experiences with violence and peace in primary schools in Sierra Leone
Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this wor…
Bullies, victims, and meanies
This study used a personal oriented approach to identify distinct combinations of children’s experiences of bullying and victimisation in the Irish primary school context. The study investigated the social and emotional characteristics that predicted those profiles at individual and classroom levels. The sample of 2,062 participants was drawn from the Irish national cohort study Children’s School Lives. We analysed teacher reports of individual c…
Contested futures
This article explores contrasting social constructions of the 'value of children' in a rural village in Northern Sierra Leone. It investigates how the meanings of childhood, its temporal extension and children's (present and future) roles are differently interpreted in the context of humanitarian intervention. Drawing on ethnographic fieldwork and participatory research with children, it explores how child work and education are conceptualised by…
Power, agency and children’s time use in rural Sierra Leone
Children’s time allocation plays an important role in their well-being, education and future chances in life. This paper examines children’s time use in rural Sierra Leone in the context of dynamics of power. It analyses the ways in which children co-construct their patterns of time use and create their own temporal spaces within the boundaries of existing expectations and norms. Drawing on rich qualitative data we argue that children’s routines …
Childhood(s) through time
This paper explores extensive shifts in the (re)construction of childhood narratives in two small coastal communities in Ireland, through everyday rituals and practices which constitute meaning in a specific time and place. Although the specific time capsule of interest is childhood, this stage within the life course is explored from a relational intra/intergenerational perspective, over three generations of grandparents, parents, children and yo…
An empty bag cannot stand upright’
Sierra Leone is one of the poorest countries in the world with a literacy level of 51%. The government has oficially abolished school fees; however, families still have to cover various education-related costs for their children. This paper analyses the nature of the schooling costs in Sierra Leone. It shows that despite the abolition of school fees, schooling costs remain prohibitively high. Based on field research – which involved the observati…
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses …
Becoming 'brilliant
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as 'fields' governed by power dynamics, we consider how the interactive 'fields' of generation, education and development coalesce, re/structuring adult and child 'being' and 'doing'. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, a…
The care‐less manager
While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top‐level management in Irish higher education shows that those who h…
Naming the ‘other’
This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children’s voices at the centre of the analysis, it explores how children’s constructions draw upon discourses of ‘norm’ and ‘other’ in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is …
Mobilising capitals? Migrant children's negotiation of their everyday lives in school
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maxim…
Children's Citizenship and the Structuring of Adult-child Relations in the Primary School
This article analyses the experience of school in terms of children's citizenship, exploring the level of participation experienced by a sample of Irish primary school children over decisions related to the control of their time, space and interaction in school. Locating such experience within the context of the structuration of adult-child relations, education for and into citizenship, it is argued, must take account of the dynamics of power and…
The care worlds of migrant children - Exploring inter-generational dynamics of love, care and solidarity across home and school
There is increasing interest in migrant children's contribution to family processes of integration. Less explored are the role of affective bonds and the significance of children's care worlds in managing the transition of the migrant family, especially between home and school. Drawing on a deep ethnographic study of 10 diverse migrant families (parent and child), this article highlights how inter-generational practices of love, care and solidari…
Welcome to the celtic tiger? teacher responses to immigration and increasing ethnic diversity in Irish schools
Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important im…
Theorizing children's social citizenship
This article argues that children's social status and positioning as children needs to be foregrounded in discussions of social citizenship and the re/development of the welfare state against a backdrop of neo-liberal economic and social reform. Set within a theoretical model that highlights the circular and de-centered exercise of power across fields of action, the subject of children's citizenship, understood as a "citizenship habitus" is explo…
Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
Children, their world, their education
edited by Robin Alexander, London, Routledge, 2009, 592 pp., £95.00 (hardback), £35.00 (paperback), ISBN 978‐0‐415‐54870‐0 (hardback), ISBN 978‐0‐41‐554871‐7 (paperback) This publication provides n
You feel ashamed that you are not in the higher group ’—Children’s psychosocial response to ability grouping in primary school
The impact of performative focused agendas on how teachers ‘do’ teaching and how children ‘do’ learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children’s academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an ‘effective’ pedagogic tool for meeting the diverse needs of children, especially in th…
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses …
Practising leadership in newly multi-ethnic schools
This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practice…
Explorations of care and care injustice in the everyday lives of Irish Traveller children
This paper draws on exploratory research with Irish Traveller children. Using photographs taken by the children themselves to foreground both the ‘good’ things and ‘things they would like to change’ in their everyday lives, issues of family, home and, connectedness, love, and care emerged alongside deeply embedded (and embodied) experiences ofexclusion, surveillance and retraction in the children's interaction with the majority settled community.…
Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education
This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works t…
Constructions of childhood in school
This article considers the structuring of adult/child relations in Irish primary schools in terms of the absence of children's voice in much school practice. Drawing on the work of Foucault and Giddens, the article highlights how teacher constructions of childhood are framed within a 'needs' discourse, which precludes consideration of children's rights and status within school. The extent to which children accept or resist such construction is me…
Social class, Covid-19 and care
Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has highlighted the tensions that arise when ‘care’ and ‘learning’ are treated as binaries, especially when schools operate within unequal socio-economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a front line service in the lives…
Childhood(s) through time
This paper explores extensive shifts in the (re)construction of childhood narratives in two small coastal communities in Ireland, through everyday rituals and practices which constitute meaning in a specific time and place. Although the specific time capsule of interest is childhood, this stage within the life course is explored from a relational intra/intergenerational perspective, over three generations of grandparents, parents, children and yo…
Changing childhoods in coastal communities
This Special Issue explores coastal living, foregrounding the experiences of childhood across time and place. The contributions come from the international, interdisciplinary project titled ‘Valuing the past, sustaining the future: Education, knowledge and identity across three generations in coastal communities’ which was carried out in coastal communities in Norway, the Faroe Islands, Ireland, Cyprus and Australia. Coastal childhoods in communi…
The man is always in front while the woman is at the back”
Our research from Sierra Leone shows how the schooling experience presents new gender puzzles. Since the end of the civil war in 2002, serious efforts have been made to improve access to education and enhance gender equality in schools as part of the Education for All agenda. However, despite enhanced educational opportunities for girls and rising school enrolment rates, girls are still more likely to drop out from school than boys especially in …
Bullies, victims, and meanies
This study used a personal oriented approach to identify distinct combinations of children’s experiences of bullying and victimisation in the Irish primary school context. The study investigated the social and emotional characteristics that predicted those profiles at individual and classroom levels. The sample of 2,062 participants was drawn from the Irish national cohort study Children’s School Lives. We analysed teacher reports of individual c…
The social acceptance of neurodiverse children in Irish primary schools
Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are soc…
Assessing experiences with violence and peace in primary schools in Sierra Leone
Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this wor…
Becoming 'brilliant
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as 'fields' governed by power dynamics, we consider how the interactive 'fields' of generation, education and development coalesce, re/structuring adult and child 'being' and 'doing'. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, a…
White middle class identities and urban schooling
The Protection of Human Rights in the Case of Supranational Economic Integration
(1990). The Protection of Human Rights in the Case of Supranational Economic Integration. South African Journal on Human Rights: Vol. 6, No. 1, pp. 48-59
Women who are HIV infected
The role of religious activity in the psychosocial adjustment of 205 inner-city African-American women, one-half of whom are HIV infected, was examined. Those who were HIV infected reported praying more but viewed prayer as less effective in coping with a chronic illness. Frequency of prayer predicted optimism about the future, whereas religious activity was not related to current depressive symptoms
Constructions of childhood in school
This article considers the structuring of adult/child relations in Irish primary schools in terms of the absence of children's voice in much school practice. Drawing on the work of Foucault and Giddens, the article highlights how teacher constructions of childhood are framed within a 'needs' discourse, which precludes consideration of children's rights and status within school. The extent to which children accept or resist such construction is me…
Children's Citizenship and the Structuring of Adult-child Relations in the Primary School
This article analyses the experience of school in terms of children's citizenship, exploring the level of participation experienced by a sample of Irish primary school children over decisions related to the control of their time, space and interaction in school. Locating such experience within the context of the structuration of adult-child relations, education for and into citizenship, it is argued, must take account of the dynamics of power and…
Welcome to the celtic tiger? teacher responses to immigration and increasing ethnic diversity in Irish schools
Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important im…
I Just Don't Want to Get Picked on by Anybody’
Given the changing patterns of immigration in the Republic of Ireland in the past 10 years, this article considers how factors related to ethnic and gender identity mediate children's interaction with one another in a newly multi‐ethnic Irish primary school. Central to the analysis is the exercise of power between children and how the experience of inclusion and exclusion in peer relations is underpinned by concepts of sameness/difference that dr…
Naming the ‘other’
This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children’s voices at the centre of the analysis, it explores how children’s constructions draw upon discourses of ‘norm’ and ‘other’ in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is …
The care‐less manager
While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top‐level management in Irish higher education shows that those who h…
Mobilising capitals? Migrant children's negotiation of their everyday lives in school
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maxim…
Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland
This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a ‘good’ childhood, and children’s ‘need’ for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indica…
Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education
This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works t…
Children, their world, their education
edited by Robin Alexander, London, Routledge, 2009, 592 pp., £95.00 (hardback), £35.00 (paperback), ISBN 978‐0‐415‐54870‐0 (hardback), ISBN 978‐0‐41‐554871‐7 (paperback) This publication provides n
New Managerialism in Education
This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senio
White middle class identities and urban schooling
Children and Value — Education in Neo‐liberal Times
This special issue arises from an international conference, Researching Children, Global Childhoods and Education, at the Graduate Center, City University of New York (CUNY) in 2011. The goal of the conference was to advance theories and methodological practices that cultivate children’s agency in research and educational practices. As the organizers of the conference, we identified a recurring theme: the changing value of children in education. …
Value’ing Children Differently? Migrant Children in Education
This paper considers dilemmas around ‘value’ and the ‘valuing’ of children and childhood(s) in schools. I argue that in neo‐liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self‐regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the te…
Practising leadership in newly multi-ethnic schools
This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practice…
The care worlds of migrant children - Exploring inter-generational dynamics of love, care and solidarity across home and school
There is increasing interest in migrant children's contribution to family processes of integration. Less explored are the role of affective bonds and the significance of children's care worlds in managing the transition of the migrant family, especially between home and school. Drawing on a deep ethnographic study of 10 diverse migrant families (parent and child), this article highlights how inter-generational practices of love, care and solidari…
Migrant Children in Urban Schools in Ireland
Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
Theorizing children's social citizenship
This article argues that children's social status and positioning as children needs to be foregrounded in discussions of social citizenship and the re/development of the welfare state against a backdrop of neo-liberal economic and social reform. Set within a theoretical model that highlights the circular and de-centered exercise of power across fields of action, the subject of children's citizenship, understood as a "citizenship habitus" is explo…
Explorations of care and care injustice in the everyday lives of Irish Traveller children
This paper draws on exploratory research with Irish Traveller children. Using photographs taken by the children themselves to foreground both the ‘good’ things and ‘things they would like to change’ in their everyday lives, issues of family, home and, connectedness, love, and care emerged alongside deeply embedded (and embodied) experiences ofexclusion, surveillance and retraction in the children's interaction with the majority settled community.…
You feel ashamed that you are not in the higher group ’—Children’s psychosocial response to ability grouping in primary school
The impact of performative focused agendas on how teachers ‘do’ teaching and how children ‘do’ learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children’s academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an ‘effective’ pedagogic tool for meeting the diverse needs of children, especially in th…
Recognising Children’s Citizenship in the Social Care System
Social work understanding of children’s citizenship has received little analysis and traditional models tend to view children as passive recipients of care or welfare, rather than as active meaning makers. This is particularly so for looked after children. In contrast, we draw upon the work of Pierre Bourdieu to develop a model of understanding children’s citizenship that on the one hand accounts for the structural flow of governance from modern …
Power, agency and children’s time use in rural Sierra Leone
Children’s time allocation plays an important role in their well-being, education and future chances in life. This paper examines children’s time use in rural Sierra Leone in the context of dynamics of power. It analyses the ways in which children co-construct their patterns of time use and create their own temporal spaces within the boundaries of existing expectations and norms. Drawing on rich qualitative data we argue that children’s routines …
Sociology (40 obras) · Political science (31 obras) · Psychology (23 obras) · Gender Studies (20 obras) · Children's Rights and Participation (18 obras) · Pedagogy (16 obras) · Gender Studies (15 obras) · Irish (14 obras) · Law (14 obras) · Early Childhood Education and Development (13 obras)