John I’anson
Biographic Data
| ID | 198453 |
|---|---|
| NAME | John I’anson |
| GIVEN NAMES | John |
| FAMILY NAME | I’anson |
| SIGNATURE | I’ANSON J |
| AFFILIATIONS | University of Stirling |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Four arenas of school-based participation
There has been a long-standing call for the participation of young people in decision making in school. However, research to date has mostly focused on pupil councils and is rarely conducted in areas of socio-economic deprivation – the contexts for this study. In national examinations, the schools chosen had higher than average attainments given their catchments. The research sought to understand if and how young people would make a link between …
The UNCRC
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
Partnership as Educational Policy Imperative
“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is co…
The International Economy of Children’s Rights
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
Beyond the Child's Voice
This article begins by identifying some of the reasons why children are marginalised in adult social and theoretical contexts. Western styles of thinking, whether of a liberal or post-structuralist persuasion, install what the anthropologist Tim Ingold refers to as a ‘logic of inversion’ that variously complicates, translates and blocks possibilities for the actualisation of children's participation rights. A key strategy to redress the child's s…
Childhood, complexity orientation, and children’s rights
This paper begins by considering some of the performative dilemmas associated with the enactment of children’s rights by adults. In particular, it is argued that the mobilisation of children’s rights often tends to involve multiple forms of complexity reduction (Osberg and Biesta, 2010), the net effect of which is to limit children’s expressive powers and attenuate rights-based approaches. A focus of this paper is the specific understanding of ch…
Religion’ in educational spaces
The focus of this article is how ‘religion’, as a materially heterogeneous concept, becomes mobilized in different educational spaces, and the kinds of knowing to which this gives rise. Three ‘case studyish’ illustrations are deployed in order to consider how religion and education produce kinds of knowing which may — or may not — involve knowing well and knowing differently. We argue that it is necessary to attend to both the understanding of re…
Children’s rights in practice
How might a concern with children’s spirituality ‘touch down’ within the different spaces, discourses and performances within a school? This article is concerned with the affordances of children’s rights discourse in relation to young people’s participation, deliberation, and ethical work upon the self, within one primary school in Scotland. We report on the findings of a three‐year research project involving researchers at the University of Stir…
Reframing the practicum
Children's rights in school
Beyond the Disneyesque
The article describes a case study of children and young people's participation and the attendant effects on professional practice and child-adult relations. The authors consider the findings under four headings: professional learning, child-adult relations, childhood memories and the spatial dimensions of change. Evidence indicates that adults and children were finding new ways of working and relating and that these processes were inherent in ef…
Forms of Exchange
Economics is privileged in contemporary government policy such that all human transactions are seen as economic forms of exchange. Education has been discursively restructured according to the logic of the market, with education policy being increasingly colonised by economic policy imperatives. This paper explores some of the consequences of this re-framing which draws upon metaphors from industrial and business domains. This paper examines a si…
Beyond the Disneyesque
The article describes a case study of children and young people's participation and the attendant effects on professional practice and child-adult relations. The authors consider the findings under four headings: professional learning, child-adult relations, childhood memories and the spatial dimensions of change. Evidence indicates that adults and children were finding new ways of working and relating and that these processes were inherent in ef…
Beyond the Child's Voice
This article begins by identifying some of the reasons why children are marginalised in adult social and theoretical contexts. Western styles of thinking, whether of a liberal or post-structuralist persuasion, install what the anthropologist Tim Ingold refers to as a ‘logic of inversion’ that variously complicates, translates and blocks possibilities for the actualisation of children's participation rights. A key strategy to redress the child's s…
The UNCRC
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
Forms of Exchange
Economics is privileged in contemporary government policy such that all human transactions are seen as economic forms of exchange. Education has been discursively restructured according to the logic of the market, with education policy being increasingly colonised by economic policy imperatives. This paper explores some of the consequences of this re-framing which draws upon metaphors from industrial and business domains. This paper examines a si…
Four arenas of school-based participation
There has been a long-standing call for the participation of young people in decision making in school. However, research to date has mostly focused on pupil councils and is rarely conducted in areas of socio-economic deprivation – the contexts for this study. In national examinations, the schools chosen had higher than average attainments given their catchments. The research sought to understand if and how young people would make a link between …
Children's rights in school
Childhood, complexity orientation, and children’s rights
This paper begins by considering some of the performative dilemmas associated with the enactment of children’s rights by adults. In particular, it is argued that the mobilisation of children’s rights often tends to involve multiple forms of complexity reduction (Osberg and Biesta, 2010), the net effect of which is to limit children’s expressive powers and attenuate rights-based approaches. A focus of this paper is the specific understanding of ch…
The International Economy of Children’s Rights
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
Religion’ in educational spaces
The focus of this article is how ‘religion’, as a materially heterogeneous concept, becomes mobilized in different educational spaces, and the kinds of knowing to which this gives rise. Three ‘case studyish’ illustrations are deployed in order to consider how religion and education produce kinds of knowing which may — or may not — involve knowing well and knowing differently. We argue that it is necessary to attend to both the understanding of re…
Reframing the practicum
Forms of Exchange
Economics is privileged in contemporary government policy such that all human transactions are seen as economic forms of exchange. Education has been discursively restructured according to the logic of the market, with education policy being increasingly colonised by economic policy imperatives. This paper explores some of the consequences of this re-framing which draws upon metaphors from industrial and business domains. This paper examines a si…
Children's rights in school
Beyond the Disneyesque
The article describes a case study of children and young people's participation and the attendant effects on professional practice and child-adult relations. The authors consider the findings under four headings: professional learning, child-adult relations, childhood memories and the spatial dimensions of change. Evidence indicates that adults and children were finding new ways of working and relating and that these processes were inherent in ef…
Children’s rights in practice
How might a concern with children’s spirituality ‘touch down’ within the different spaces, discourses and performances within a school? This article is concerned with the affordances of children’s rights discourse in relation to young people’s participation, deliberation, and ethical work upon the self, within one primary school in Scotland. We report on the findings of a three‐year research project involving researchers at the University of Stir…
Reframing the practicum
Childhood, complexity orientation, and children’s rights
This paper begins by considering some of the performative dilemmas associated with the enactment of children’s rights by adults. In particular, it is argued that the mobilisation of children’s rights often tends to involve multiple forms of complexity reduction (Osberg and Biesta, 2010), the net effect of which is to limit children’s expressive powers and attenuate rights-based approaches. A focus of this paper is the specific understanding of ch…
Religion’ in educational spaces
The focus of this article is how ‘religion’, as a materially heterogeneous concept, becomes mobilized in different educational spaces, and the kinds of knowing to which this gives rise. Three ‘case studyish’ illustrations are deployed in order to consider how religion and education produce kinds of knowing which may — or may not — involve knowing well and knowing differently. We argue that it is necessary to attend to both the understanding of re…
Beyond the Child's Voice
This article begins by identifying some of the reasons why children are marginalised in adult social and theoretical contexts. Western styles of thinking, whether of a liberal or post-structuralist persuasion, install what the anthropologist Tim Ingold refers to as a ‘logic of inversion’ that variously complicates, translates and blocks possibilities for the actualisation of children's participation rights. A key strategy to redress the child's s…
Partnership as Educational Policy Imperative
“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is co…
The International Economy of Children’s Rights
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
The UNCRC
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
Four arenas of school-based participation
There has been a long-standing call for the participation of young people in decision making in school. However, research to date has mostly focused on pupil councils and is rarely conducted in areas of socio-economic deprivation – the contexts for this study. In national examinations, the schools chosen had higher than average attainments given their catchments. The research sought to understand if and how young people would make a link between …
Sociology (11 works) · Children's Rights and Participation (8 works) · Epistemology (7 works) · Psychology (7 works) · Law (6 works) · Political science (6 works) · Early Childhood Education and Development (5 works) · Law (4 works) · Pedagogy (4 works) · Philosophy (4 works)