Lessons from the ‘new’ sociology of childhood
How might listening to children improve the planning of education for development
Bibliographic Data
| ID | 12714285 |
|---|---|
| Authors | Lydia Marshall (0000-0001-9500-0094, Lydia Marshall is a Researcher at NatCen Social Research at the University of Warwick, Gibbet Hill Road, Coventry CV4 7AL, corresponding author) |
| Year | 2015 |
| Volume | 38 |
| Issue | 1 |
| Pages | 55-74 |
| Publication date | 2015-12-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Development Planning Review (JOURNAL) |
| Journal identifiers | ISSN: 1474-6743 • E-ISSN: 1478-3401 |
| Publisher | Liverpool University Press (PUBLISHER • GB) |
| DOI | 10.3828/idpr.2016.3 |
| OpenAlex | W1590956563 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
This paper proposes that children have valid and important contributions to make to public discourse about education and development policy. This argument is illustrated through a discussion of findings from research exploring the outcomes that schoolchildren in one Ethiopian city expected and desired to be expanded through their schooling. These findings highlight the inadequacy of human capital accounts of the role of education in development, illuminating the importance of individual and collective capabilities and freedoms – as well as household incomes and national economic growth – being included in understandings of development and the role of formal education within that progress
Active listening · Early childhood education · Economic growth · Economics · Mathematics education · Pedagogy · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Education Systems and Policy · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |