393 results
Search Results
2. Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown.
- Author
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Donegan, Aoife, Devine, Dympna, Martinez‐Sainz, Gabriela, Symonds, Jennifer, and Sloan, Seaneen
- Subjects
SCHOOL environment ,TEACHER-student relationships ,AFFINITY groups ,FRIENDSHIP ,INTERVIEWING ,CHILD behavior ,SELF-efficacy ,ATTITUDES toward illness ,EXPERIENCE ,ACTION research ,CASE studies ,QUESTIONNAIRES ,INTERPERSONAL relations ,STUDENTS ,PSYCHOLOGY of school children ,STUDENT attitudes ,ELEMENTARY schools ,STAY-at-home orders ,COVID-19 pandemic - Abstract
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 pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. 'The invisible babies': Exploring the ecosystemic challenges and opportunities of childcare for undocumented asylum‐seeking infants and toddlers.
- Author
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Mayer, Yael
- Subjects
- *
CHILD care , *PSYCHOLOGY of parents , *EDUCATION , *HUMAN rights , *CHILD care workers , *CHILD development , *SYSTEMS theory , *COMMUNITY health services , *COMMUNITY support , *SOCIAL factors , *ECOSYSTEMS , *REFUGEES , *CHILD welfare , *GOVERNMENT policy , *NEEDS assessment , *SOCIAL responsibility , *CHILDREN - Abstract
This paper examines the case of community daycares for undocumented children of asylum‐seeking families in Israel named the 'Babysitters'. It explores how lack of support and national solutions for childcare leads to temporal and unregulated childcare solutions that may risk children's lives and development. Bronfenbrenner's Ecological Systems Theory is utilized in this paper to explore the challenges and opportunities of early childhood education for young children in asylum‐seeking families. The analysis reveals how the lack of clear policies, absence of national responsibilities, and existing societal barriers to early childhood education compelled asylum‐seeking parents in Israel to use the 'Babysitters' community daycares for infants and toddlers. Putative solutions that require policy change could help address youngsters' early childhood education needs in asylum‐seeking families and align with human rights and international treaties. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England.
- Author
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Setty, Emily and Dobson, Emma
- Subjects
- *
HEALTH education , *HUMAN rights , *STAKEHOLDER analysis , *PRACTICAL politics , *PUBLIC administration , *SEX education , *GOVERNMENT policy , *INTERPERSONAL relations , *POLICY sciences , *CHILDREN , *ADOLESCENCE - Abstract
This paper examines the participation of children and young people within government consultation processes. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in England. The paper is based on a Freedom of Information request for the consultation responses categorised as from 'young people'. We identify two issues in our interrogation of the data. First, there is evidence that a substantial proportion of responses were not submitted by young people. Second, the consultation approach did not include all the features necessary for meaningful consultation. We consider the implications for the youth consultation on policy matters that affect them. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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5. Re‐conceptualisation of school bullying from a children's rights' perspective: The illustrative case of the Cypriot educational context.
- Author
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Kaloyirou, Chrystalla and Vong, Sou Kuan
- Subjects
BULLYING prevention ,ANTI-bullying laws ,SOCIALIZATION ,CHILDREN'S rights ,SOCIAL support ,SCHOOL discipline ,CHILDREN'S accident prevention ,SCHOOLS ,SCHOOL administration ,CONCEPTS - Abstract
School bullying is a matter of global concern. Paradoxically, it becomes complicated, when the expansion of a longer period of universal free education shows the commitment to safeguard children's right to education. This paper interrogates the ways in which school, as a significant site of socialisation, can safeguard children's rights, and function as a safe haven, free from bullying. Stemming from a children's rights perspective, this paper employs the Cypriot educational context as an illustrative case to demonstrate in what ways the problem of school bullying can be re‐conceptualised in the lens of human rights, and to address the challenges that emerge. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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6. Poverty for lunch: A case study of agency and food scarcity in mealtimes in disadvantaged ECE.
- Author
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Searle, Bonnie, Cooke, Emma, Staton, Sally, and Thorpe, Karen
- Subjects
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CHILD welfare , *FOOD quality , *PARENTS , *EDUCATION , *SOCIOECONOMIC status , *FOOD security , *FIELD notes (Science) , *INTERVIEWING , *SURVEYS , *CHILD care , *MEALS , *ARTIFICIAL feeding , *TEACHER-student relationships , *SOCIODEMOGRAPHIC factors , *POVERTY , *SOCIAL classes , *NUTRITION , *CHILDREN - Abstract
Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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7. Becoming good ancestors: A decolonial, childist approach to global intergenerational sustainability.
- Author
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Biswas, Tanu
- Subjects
SUSTAINABILITY ,CULTURE ,HUMAN rights ,FRUSTRATION ,INTERGENERATIONAL relations ,PRACTICAL politics ,CLIMATOLOGY ,CHILD welfare ,ANGER ,LABOR market ,REFLECTION (Philosophy) - Abstract
There are two key questions consistently raised by children and youth since the onset of the school strikes for climate in 2018 in the Global North: Why study for a future, which may not be there? Why spend a lot of effort to become educated, when our governments are not listening to the educated? (conf. fridaysforfuture.org, n.d). While the same questions are shared by young climate activists from the Global South, there are other interrelated economic realities that echo the disappointment, anger, disillusionment, desperation, and frustration driving those utterances in their socio‐political contexts. Comparative insights from so‐called 'developing' countries disclose that institutionalized schooling, commonly confused with education, manipulates the aspirations of younger generations and their wider societies. Contemporary global schooling is one of the key propellers of global economic agendas geared towards producing human capital that is 'employable' in the future job market. The paradox of a global education agenda geared towards generating human capital employable on a job market is that most of those jobs (if at all they will be there) continue serving the very economic system that is threatening the right to life, health, culture (especially for indigenous communities) and the best interests of future generations on this planet. As young climate activists from various countries collectively argue within the framework of the United Nations Convention of the Rights of the Child, major economies are failing to protect the basic human rights of children and future generations. I suggest that the various interrelated crises evident through the key questions raised by young climate activists must be considered as part of a North–South continuum. In this paper, I reflect upon these interrelated crises by developing a decolonial childist approach to education—understood as an intergenerational relationship, implying an effort on part of present adults becoming good ancestors of the future, in the present. Such efforts require larger structural shifts which I consider by means of the four strategies I discuss building upon previous co‐reflections. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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8. Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.
- Author
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Monk, David, Walton, Elizabeth, Madziva, Roda, Opio, George, Kruisselbrink, Annemaaike, and Openjuru, George Ladaah
- Subjects
- *
EDUCATION of refugees , *PSYCHOLOGY of children with disabilities , *RESEARCH funding , *EMPIRICAL research , *FAMILY attitudes , *CHILDREN - Abstract
This paper draws on empirical evidence from a 3‐year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's (in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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9. Principles and Practice in the Permanent Placement of Older Children
- Author
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Alan Rushton
- Subjects
Matching (statistics) ,Government ,Health (social science) ,Permanent placement ,business.industry ,Principal (computer security) ,Sample (statistics) ,Social Welfare ,Public relations ,Viewpoints ,Education ,White paper ,Medicine ,Life-span and Life-course Studies ,business - Abstract
SUMMARY: This questionnaire and interview-based survey of a sample of principal adoption and fostering officers in English social services departments was designed to explore current viewpoints about policy implementation and practice in the permanent family placement of older children. Variations and commonalities of opinion are described in relation to topics such as recruitment policy, contact with birth parents, race matching and post adoption support The reaction of the agencies to new proposals will be important in the consultation process which is to follow the recent Government White Paper on Adoption
- Published
- 2007
10. New directions in child care
- Author
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Barbara Kahan
- Subjects
Child care ,Health (social science) ,business.industry ,media_common.quotation_subject ,Professional development ,Public relations ,Metropolitan area ,Education ,Presentation ,White paper ,Nursing ,Research studies ,Medicine ,Quality (business) ,Life-span and Life-course Studies ,business ,Good practice ,health care economics and organizations ,media_common - Abstract
SUMMARY. This article examines through examples of child care services the gaps between research findings, child care policies and good practice. Links are made between research studies and Parliamentary enquiries, and the White Paper on Child Care law, concerning Children's Homes, fostering, education and health in care and leaving care The writer proposes that agencies should consider setting up internal means of keeping up to date with and disseminating research into policy and practice, and monitoring performance in relation to research findings, guidelines, legal requirements and inspectorial findings, Linked with internal training and staff development the article concludes that quality services might thus he more readily achieved than at present This article is based on a presentation to the joint Association of Metropolitan Authorities/Association of County Councils/National Children's bureau Child Care Conference on 26 January 1988
- Published
- 2007
11. Education of Afghan refugee children in Iran: A structured review of policies.
- Author
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Seddighi, Hamed, Naseh, Mitra, Rafieifar, Maryam, and Ilea, Passion
- Subjects
- *
EDUCATION of refugees , *MIGRANT labor , *SOCIOECONOMIC factors , *GOVERNMENT policy , *ACCESS to information , *PSYCHOSOCIAL factors , *CHILDREN - Abstract
Iran has been among the top ten largest refugee‐host countries worldwide, sheltering one of the largest groups of forced migrants from Afghanistan during the past four decades. This policy paper briefly examines and summarizes the policies related to education of Afghan children in Iran through a structured review. The results of this review suggest that higher education has been and continues to be heavily restricted for Afghans. While access to primary education has improved for Afghans in Iran, policies continue to neglect both cultural specificity and unique needs of this group. Therefore, enrolment has remained restricted. The findings of our policy analysis call for further attention to culturally relevant education, financial assistance for families living in poverty and interventions to subsidize the cost of education to ensure access of all Afghan children to primary education and retain enrolment. Results also call for reconsiderations in restrictive higher education policies for Afghans in Iran. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
12. Children and Value - Education in Neo-liberal Times.
- Author
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Devine, Dympna and Luttrell, Wendy
- Subjects
CHILD welfare ,CONFERENCES & conventions ,EDUCATION ,SERIAL publications - Abstract
An introduction to the journal is presented which discusses various reports published within the issue, including one on the interlinked discourses of children's rights and children's potential as human capital and social investment, one on young people's perspectives and experiences of schooling in Andhra Pradesh, India, and another on childhood as a site for social investment.
- Published
- 2013
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13. A trans‐European perspective on how artists can support teachers, parents and carers to engage with young people in the creative arts.
- Author
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Dobson, Tom and Stephenson, Lisa
- Subjects
OCCUPATIONAL roles ,TEACHER-student relationships ,ART ,WELL-being ,SOCIAL support ,CAREGIVERS ,TEACHING methods ,FOCUS groups ,CREATIVE ability ,MENTAL health ,ARTISTS ,TEACHERS ,GOVERNMENT policy ,PARENT-child relationships ,CURRICULUM planning ,THEMATIC analysis ,PARENTS ,TEACHER development - Abstract
Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
14. Working with families: messages for policy and practice from an evaluation of a school-based project
- Author
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Martin Manby and Brid Featherstone
- Subjects
Integrated services ,Health (social science) ,Green paper ,business.industry ,Family support ,Primary education ,Public relations ,Public administration ,Investment (macroeconomics) ,Education ,School based ,Sociology ,Estate ,Life-span and Life-course Studies ,business ,Social policy - Abstract
In 2002 the authors evaluated a family support project known as Working with Families managed by the Children's Society and located in a primary school on a large, mainly white council estate in Rochdale. Our reflections on some of the issues which emerged in relation to basing family support services in a school setting seem timely in the light of the apparent growth in such services as a result of investment by the Children's Fund, and the proposals in the Green Paper, Every Child Matters, (Department for Education and Skills, 2003a) that schools should play a key role in the delivery of support services. Our experience of one such project is offered as a contribution to ongoing policy and practice developments. We highlight the strengths and difficulties of delivering support services from school settings and we offer some thoughts on whether integrated services which tackle children's needs can be delivered from schools.
- Published
- 2006
15. 'We are the same as everyone else just with a different and unique backstory': Identity, belonging and 'othering' within education for young people who are 'looked after'.
- Author
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Jones, Lisa, Dean, Charlotte, Dunhill, Ally, Hope, Max A., and Shaw, Patricia A.
- Subjects
ATTITUDE (Psychology) ,GROUP identity ,INTERPERSONAL relations ,INTERVIEWING - Abstract
This paper develops understandings of how being publicly identified and consequently labelled as 'looked after' can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based on qualitative research in northern England utilising participatory approaches with young people and interviews with support staff, we explore barriers that inhibit young people's sense of belonging. We highlight how the very processes and practices set up to support the young people can often have unintended consequences by routinely positioning them as Other, before considering the implications for education and schooling in particular. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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16. Children's Agency in the Modern Primary Classroom.
- Author
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Kirby, Perpetua
- Subjects
CONCEPTUAL structures ,CREATIVE ability ,PRACTICAL politics ,SCHOOL environment ,ETHNOLOGY research ,TASK performance ,EDUCATIONAL outcomes ,NATIONAL competency-based educational tests ,CHILDREN - Abstract
This paper examines where and how children achieve agency in the primary classroom, drawing on a multimodal ethnography of the Year One classroom. It utilises a relational conceptualisation of agency, where children act purposively to achieve outcomes of educational relevance. It demonstrates that children achieve agency performing 'good' and 'clever' child subject positions, helping to make classroom life more liveable, although this form of agency is limited when dealing with unexpected challenges. Children also deviate, finding moments to pursue desires and ways of knowing not provided for within the classroom, insinuating a political critique of the current education system. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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17. Conceptualising Listening to Young Children as an Ethic of Care in Early Childhood Education and Care.
- Author
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Bath, Caroline
- Subjects
ACCULTURATION ,CHILD care ,EDUCATION ,CURRICULUM ,HUMAN rights ,LISTENING ,PRESCHOOLS - Abstract
This paper focuses on recent discourses and practices of listening to young children, in order to highlight listening as an ethical practice in early childhood education and care settings. The paper asks how discourses of listening should be viewed in theoretical terms and explores the work of a diverse range of authors who define autonomy and rights issues as relational. Central to the paper is a consideration of feminist critique of Foucault's ethics of care argument. To contextualise this, the paper discusses examples of recent research in the field of listening to young children and highlights issues facing the status of the early years workforce. In summary, the paper contends that an ethical view of listening can bring adults and children together in democratic care practices which challenge conceptions of childhood and reconnect ideas of care and education. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
18. Educational Support for Orphaned Children: What Can We Learn from the African Extended Family Structure?
- Author
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Motha, Kholofelo Charlotte
- Subjects
EDUCATION of orphans ,CHILDREN ,TEENAGERS ,EXTENDED families ,SYSTEMS theory ,SOCIAL support ,ORPHANAGES ,EDUCATION ,HIV infections ,ORPHANS ,POVERTY ,QUALITATIVE research ,PSYCHOLOGY - Abstract
This paper challenges the view that, in the context of the HIV/AIDS pandemic, the African extended family is no longer able to care for and support orphaned children. The paper is based on a qualitative case study conducted in a South African urban area on the lived experiences of orphaned children aged 9–14. Data were collected from the children, their teachers as well as their main caregivers. The study found that, despite the poverty facing the extended family, emotional support, family cohesion and support for learning can serve to meet the educational needs of orphaned children. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
19. Whose Values? Young People's Aspirations and Experiences of Schooling in Andhra Pradesh, India.
- Author
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Morrow, Virginia
- Subjects
EDUCATION ,EMPLOYMENT ,EXPERIENCE ,GOAL (Psychology) ,INTERVIEWING ,LONGITUDINAL method ,PRACTICAL politics ,POVERTY ,SOCIAL values ,QUALITATIVE research ,GOVERNMENT policy ,DATA analysis software - Abstract
Increasing rates of school enrolment have changed childhoods in the global South, so that it is now the norm for children to attend at least some years of primary school. This paper explores the extent to which valuing of children as educational projects and outcomes may be displacing previous valuations of children as contributors to the domestic economy. The paper draws on qualitative interview data from Young Lives, a longitudinal study of children growing up in four developing countries, using a case study approach to explore the experiences of four children in rural Andhra Pradesh, India. The paper suggests that children are balancing expectations for the future with responsibilities to their families in the present, and concludes that the over-valuing of formal qualifications and the under-valuing of forms of work such as agriculture risk being internalised by children, leaving those who do not succeed feeling they are 'a waste'. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
20. The provision of education and opportunities for future employment for pregnant schoolgirls and schoolgirl mothers in the UK.
- Author
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Dawson, Nona
- Subjects
TEENAGE pregnancy ,MOTHERHOOD ,TEENAGE mothers ,EDUCATION - Abstract
This paper will report on the results of three recent surveys into educational provision for pregnant schoolgirls and schoolgirl mothers: these surveys have examined the position in England and Wales, and for the first time, in Scotland and in Northern Ireland. As well as reporting what is currently available for young mothers in the UK, the paper will raise issues of entitlement to a full education for these young women, issues of equal opportunity and issues of access. It will seek to point to questions that need to be considered in terms of policy for young mothers and their children. The political debate in the UK has recently centred on the notion of these young women being a drain on the national purse. This paper will seek to address this notion, and will point to the need for access to credible courses leading to employment and childcare in order to increase the chances of these young women becoming taxpayers, and good parents. © 1997 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 1997
- Full Text
- View/download PDF
21. Policy on Children's Work and Labour.
- Author
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Bourdillon, Michael and Carothers, Richard
- Subjects
CHILD labor laws ,CHILD development ,CHILD welfare ,CHILDREN'S rights ,INTERPERSONAL relations ,INTERPROFESSIONAL relations ,GOVERNMENT policy ,WELL-being - Abstract
Current international child labour policies emphasise removing children from work rather than improving their well‐being. Prohibited 'child labour' extends beyond work shown to be harmful, and work in poorer, majority‐world societies is particularly targeted. These policies ignore benefits that children can gain from work, and have been developed largely without the involvement of the children, families and communities most concerned, limiting chances of successful outcomes. This paper argues for alternative approaches, developed in collaboration with children and their communities, focussing on children's well‐being and development, and protecting children from harm and exploitation while allowing them to benefit from appropriate work. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
22. 'Value'ing Children Differently? Migrant Children in Education.
- Author
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Devine, Dympna
- Subjects
EDUCATION ,HUMAN rights ,NOMADS ,SELF-efficacy ,SELF-management (Psychology) ,GOVERNMENT policy ,CHILDREN - Abstract
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 tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
23. Childhood as Social Investment, Rights and the Valuing of Education.
- Author
-
Kjørholt, Anne Trine
- Subjects
CHILD development ,CHILD welfare ,EDUCATION ,HEALTH planning ,HUMAN rights ,WORLD health - Abstract
This paper discusses the impact of and close interplay between global discourses on children, notions of (a good) childhood at the national and local levels and childhoods as these are lived and experienced in particular social contexts. Two increasingly powerful global images of children are explored: Children as individual subjects with rights to participation as stated in the UN Convention on the Rights of the Child ( CRC) and children as human capital and early childhood investment. I argue that the market-oriented politics and 'global images' of childhood are connected to particular ideological notions of what it means to be a human being, and an increasing individualization, separating children from an intergenerational social order. The discussion is empirically grounded in case studies in Norway and Ethiopia. The paper highlights the contradictions especially with respect to safeguarding local livelihoods and knowledge suggesting limits to the 'sector based' approach to children's participation and rights to education. It highlights the need to move the focus from children as objects of investments to a 'politics of recognition', in ways that value individual dignity and knowledge as constructed by children and adults within local 'belonging communities'. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
24. Being Judged, Being Assessed: Young People's Perspective of Assessment in Youth Justice and Education.
- Author
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Ellis, Katie and France, Alan
- Subjects
CHILD welfare ,EXPERIENCE ,INTERVIEWING ,JUDGMENT (Psychology) ,JUVENILE delinquency ,RESEARCH funding ,SOCIAL justice - Abstract
Research from the Economic and Social Research Council programme on Pathways Into and Out of Crime prioritised young people's 'voices' in exploring experiences of crime and a range of intervention services. Drawing on data from interviews with 110 young people, this paper explores their perspectives of professional assessment. Embedded within neo-liberal youth welfare policies are a number of contradictions. Policies encourage 'individualisation', 'responsiblisation' and 'self-realisation' while also needing to maintain control and regulation of 'risky' populations. This paper explores the implication of these contradictions through examining the experiences of young people being assessed in youth justice and education. The impact on their identities as neo-liberal citizens is discussed in the conclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
25. Participation or practice innovation: tensions in inter-agency working to address disciplinary exclusion from school<FNR></FNR><FN>Names of councils, schools and individuals are fictitious. </FN>.
- Author
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Stead, Joan, Lloyd, Gwynedd, and Kendrick, Andrew
- Subjects
EDUCATION ,SCHOOLS ,CHILDREN ,PARENTS - Abstract
This paper explores dilemmas and tensions between two models of school based inter-agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to participation of young people and their families in school based inter-agency meetings. Research participants in three Scottish councils (parents, pupils, teachers and other professionals) had identified school based inter-agency meetings as key to the process of inter-agency working to prevent school exclusion. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
26. ‘Parenting teenagers‘ programmes: a UK perspective.
- Author
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Roker, Debi and Coleman, John
- Subjects
PARENTING ,PARENTHOOD ,TEENAGERS ,EDUCATION - Abstract
The parenting of teenagers is an area of political and public debate at present, and many different forms of support are now available for this group of parents. There has been a particular increase in recent years in the number of group-based parenting programmes provided for parents of teenagers. This paper describes research which (i) surveyed the range and nature of ‘parenting teenagers’ courses currently available in the UK, and (ii) identified key characteristics of these courses, including aims, value bases, materials, methods, parents attending, outcomes, and evaluation. A number of key issues are identified, and recommendations for future practice, policy and research in this important area are made. Copyright © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 1998
- Full Text
- View/download PDF
27. New Vocational Qualifications in Child Care and Education in the UK.
- Author
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Calder, Pamela
- Subjects
NATIONAL Vocational Qualifications (Great Britain) ,JOB qualifications ,VOCATIONAL evaluation ,JOB classification ,JOB descriptions ,EMPLOYEE training ,CHILD care ,EDUCATION - Abstract
This paper explores the implications of the introduction of the new system of National Vocational Qualifications (NVQs) in Child Care and Education. The historical context of provision and the dual system of training of early childhood workers in Britain, split between care and education, is briefly described to show why pressures for change have come about. The background to the development of the qualifications is examined to see what light this throws on their current implementation. The paper argues that, compared with Europe where most countries are moving towards graduate status for early childhood education workers and many are thinking about an integration between care and education, with the introduction of our new child care NVQs we are moving in the opposite direction. Their introduction is likely to entrench the current split and does nothing to encourage the development of higher level qualifications which integrate care and education. [ABSTRACT FROM AUTHOR]
- Published
- 1995
- Full Text
- View/download PDF
28. Catharine Cappe: A New Approach to the Education and Welfare of Girls.
- Author
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Newsome, Marcia
- Subjects
CHILD care ,CHILDREN'S societies & clubs ,EDUCATION ,SOCIAL reformers ,CHILD services ,CHILD welfare ,PUBLIC welfare - Abstract
This is the first of two papers extracted from a recent study into the historical development of the care and education of deprived children in Britain. Using a case study approach, the research sought to identify some of the less overt influences which shaped and often limited the type of provision as it emerged over a period which extends as far back as the middle ages. Emphasis is placed on the part played by social and economic self-interests in shaping the policy and practices as they developed. Exploration of eighteenth century provision led to discovery of records left by Catharine Cappe, a remarkable social reformer. Her experience provides insight in methods of working with young people and in the development of institutions to cater for their needs. The second paper to be published in the next issue of Children & Society demonstrates how knowledge of the past and an analysis of the processes which went on within it constitute an essential tool for an investigation of the inadequacy of present day practice. [ABSTRACT FROM AUTHOR]
- Published
- 1992
- Full Text
- View/download PDF
29. The Portrayal of Children's Mental Health and Developmental Issues from 1890 to 1920 in Mass Print Magazines in North America.
- Author
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Clarke, Juanne N.
- Subjects
CHILDREN in mass media ,CHILD psychology ,MENTAL health ,CHILD development deviations ,CONTENT analysis ,EDUCATION ,MASS media ,MENTAL illness ,RESEARCH funding ,SERIAL publications ,TIME ,QUALITATIVE research - Abstract
Children's mental health and development issues are considered a significant concern today. A century and more ago children's mental health and developmental disorders were likely understood differently. This paper examines the portrayal of children's mental health and developmental disorders in all 41 accessible articles on the topic indexed in the Reader's Guide to Periodical Literature from 1890 to 1920. It focuses on these three decades as a time of fundamental economic, political and social transition before the first text in Child Psychiatry was published and the first professorship in the field established. It was also before the beginning of the influential child guidance movement. In particular, the research asks (i) what were the ‘disorders’ discussed and of what were they said to consist?, (ii) what was said to cause them? and (iii) what was thought best to be done about them? [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
30. Pupil Mobility: Using Students' Voices to Explore their Experiences of Changing Schools.
- Author
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Messiou, Kyriaki and Jones, Lisa
- Subjects
HIGH school student attitudes ,TRANSFER of students ,PSYCHOLOGY of high school students ,STUDENT mobility ,STUDENT attitudes ,PSYCHOLOGICAL adaptation in adolescence ,SECONDARY education ,TEENAGERS - Abstract
This article explores the ways in which students' voices can be used to analyse the process of moving schools, at a time outside of those that young people normally change schools. The paper is based on a study in a secondary school and uses qualitative data collected by researchers and student co-researchers. Two areas were raised by students as important about being at a new school: the perceived challenges and their perceptions of learning in a new environment. It is argued that to respond to issues that arise due to mobility, an engagement with students' views is necessary. Furthermore, this can facilitate policy-makers, school leaders and educators in providing more effective support for those young people. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
31. The Impact of Multiple Risk Factors on Young Children's Cognitive and Behavioural Development.
- Author
-
Sabates, Ricardo and Dex, Shirley
- Subjects
CHILDREN ,CHILD development ,COGNITION ,CHILD behavior ,LONGITUDINAL method ,PARENT-child relationships ,RISK assessment ,FAMILY relations ,HOME environment ,SECONDARY analysis ,DESCRIPTIVE statistics ,ODDS ratio - Abstract
The paper maps out 10 risk factors measuring deficits in parent-child interaction, family-child interaction and the home environment. The prevalence of risk factor combinations is quantified using the UK Millennium Cohort Study data. In 2001, 28 per cent of families with young children were facing two or more risk factors at age 9-10 months old. Each combination of multiple risk factors accounted for a very small proportion of all MCS families. Specific risk factors were associated with particular developmental outcomes at age 5 and with changes from age 3 to age 5, but all leading to worse outcomes. The great diversity of risk-factor combinations and their very small prevalence make the tasks of identifying such families and defining eligibility for support very difficult for policy-makers. These results support the large body of policy literature advocating early intervention to improve children's development. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
32. Discourses Underpinning Parenting Training Programmes: Positioning and Power.
- Author
-
Cottam, Susan and Espie, Jonathan
- Subjects
CHILDREN ,ADULTS ,PROFESSIONS ,EXPECTANT parents ,PARENTING education ,DISCOURSE analysis ,INTERPROFESSIONAL relations ,POWER (Social sciences) ,SELF-efficacy ,VICTIMS ,GOVERNMENT policy ,FAMILY relations ,PSYCHOLOGY ,EDUCATION - Abstract
Parenting training programmes ( PTPs) aim to improve parenting skills and are widely offered in the UK. Despite evidence of efficacy, this paper hypothesises that PTPs may risk disempowering parents, children and even facilitators by prioritising professional expertise over lay knowledge. A Foucauldian discourse analysis examined six PTP manuals and identified discourses including victimhood, institutional salvation, scientism and collaboration. Power relations favouring government and professionals, and impacting outcomes and parental engagement were suggested to result from some of these discourses. Research into PTP engagement in terms of power relations and acknowledgement by policy-makers of the impact of discourse was recommended. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
33. Editorial.
- Author
-
Parton, Nigel and Pugh, Gillian
- Subjects
CHILD welfare ,EDUCATION ,PUBLIC welfare ,SOCIAL work with children ,SOCIAL work with youth - Abstract
Explores articles and topics on child welfare and education.
- Published
- 1997
- Full Text
- View/download PDF
34. Using cinema voice to promote positive intimate relationships among European youth: The <scp>Lights4Violence</scp> Project
- Author
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Sofia Neves, Francesca Ieracitano, Joana Topa, Estefânia Silva, Maria Carmen Davó Blanes, Dália Costa, Veronica Mocanu, Ioan Gotcã, Carmen Vives‐Cases, Universidad de Alicante. Departamento de Enfermería Comunitaria, Medicina Preventiva y Salud Pública e Historia de la Ciencia, Salud Pública, Grupo de Investigación en Alimentación y Nutrición (ALINUT), and Investigación en Género (IG)
- Subjects
Health (social science) ,Participatory filmmaking ,Youth positive development ,Dating violence ,Adolescents ,Life-span and Life-course Studies ,Romantic love ,Education - Abstract
The paper explores the content of 61 video capsules, presenting stories about unhealthy relationships invented, performed and filmed by 534 adolescents, from Spain, Portugal, Romania and Italy. The purpose is to analyse, through a thematic analysis of the video capsules, youth perspectives on what factors, myths and beliefs turn healthy relationships into unhealthy relationships, and what positive assets are managed to solve them. The results show common youth's perspectives on the idealization of romantic love, based on gender stereotypes, identified as a common characteristic of unhealthy relationships. Individuality is misinterpreted as a threat to the stability of dating relationships. Positive assets used by victims to face dating violence (DV) are assertiveness, communication abilities and management of emotions, whereas offenders used assertiveness, empathy and critical thinking. The paper debates the efficacy of intervention programs combining youth positive development and DV prevention approaches based on filmmaking. The materials used (video capsules and short films) for this paper come from the project ‘Camera and Action Against Dating Violence (Lights4Violence)’. The project was funded by the European Union's Rights, Equality and Citizenship Programme (2014–2020), under grant agreement No. 776905.
- Published
- 2022
35. 'A Hidden Group of Children': Support in Schools for Children who Experience Parental Imprisonment.
- Author
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Morgan, Julia, Leeson, Caroline, Dillon, Rebecca Carter, Wirgman, Anne Louise, and Needham, Mary
- Subjects
CHILDREN ,FOCUS groups ,PRISONERS ,PARENTS ,QUESTIONNAIRES ,RESEARCH funding ,SCHOOLS ,SOCIAL support ,THEMATIC analysis - Abstract
Schools have been identified as playing a key role in supporting the children of prisoners. This paper reports on a study, which explored the support provision offered in schools to children who experience parental imprisonment. By interviewing school representatives, stakeholders, parents and children, we illustrate the support available in schools, the issues that arise and ways in which support provision can be strengthened. Our findings indicate that children of prisoners often constitute a 'forgotten' group in schools, and we suggest that an awareness of these children and the challenges they face needs to be raised amongst education practitioners and policy-makers. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
36. 'It's the way they look at you': Why discrimination towards young parents is a policy and practice issue
- Author
-
Rachael Owens
- Subjects
Health (social science) ,Life-span and Life-course Studies ,Education - Abstract
Qualitative research has long critiqued a simplistic association between youth parenting and poor outcomes. Despite this, the UK youth parenting policy continues to view young parents through a narrow deficit lens, focused on assumed risk rather than structural inequalities. The paper brings together the direct accounts of young parents' experiences, with ethnographic observation of practice, to argue that discrimination is the critical issue associated with being a young parent. This is then set within a wider critique of the policy framework which, it is argued, perpetuates and normalises negative ideas about young parents prevalent in political, societal and cultural processes. An integrative theoretical approach is used to highlight how a deficit lens at a policy level upholds, rather than undermines, young parents' intersectional experiences of discrimination and has ethical implications for practitioners working with them. The paper calls for a reorientation of policy which addresses and disrupts discrimination.
- Published
- 2022
37. Children's Counter-narratives of Care: Towards Educational Justice.
- Author
-
Luttrell, Wendy
- Subjects
CARING ,EDUCATION ,ELEMENTARY schools ,IMMIGRANTS ,LEARNING ,LONGITUDINAL method ,METROPOLITAN areas ,PHOTOGRAPHY ,PRACTICAL politics ,POVERTY ,SOCIAL justice ,TEACHERS ,ETHNOLOGY research ,SOCIOECONOMIC factors ,NARRATIVES - Abstract
The paper draws from a longitudinal ethnographic study of a group of diverse children growing up in an urban, low-income, predominantly immigrant community in the northeastern United States, who were given cameras to portray their everyday family, school and community lives. It analyses the images, narratives, activities and intimacies of their care worlds in light of neo-liberal policies of disinvestment in education and family care. The children tell and live stories that recognise and place value on caring as a relational activity and collective responsibility rather than an individual, private matter, thus challenging the logic of neo-liberal market politics. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
38. Social Constructions of Young Children in 'Special', 'Inclusive' and Home Environments.
- Author
-
Nind, Melanie, Flewitt, Rosie, and Payler, Jane
- Subjects
TREATMENT of learning disabilities ,INTERVIEWING ,CASE studies ,RESEARCH ,RESEARCH funding ,SOCIOLOGY ,SOUND recordings ,ETHNOLOGY research ,EARLY intervention (Education) ,HOME environment ,DATA analysis software - Abstract
The paper tells of the social constructs surrounding young children with learning difficulties in their home, 'special' early education setting and 'inclusive' or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
39. Integrated inspection: up to standard?
- Author
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Hudson, Bob
- Subjects
LEGAL status of children ,CHILD services ,EDUCATION ,STANDARDS - Abstract
This article evaluates the integrated inspection framework required for sections 20-24 of the Children Act of 2004 in Great Britain. Office for Standards in Education has been given the task of leading a multi-inspectorate group to develop this framework. The objective is to create a system within which inspectorates with some remit for children's services can work together and produce joint reviews on both quality of provision and how well agencies are working together. With an apparent consensus on the purpose of integrated inspection, the key issue is how these outcomes will be inspected and assessed. The key innovation is the proposed Joint Area Reviews (JAR). For practical purposes, at least initially the measurement of outcomes is to be restricted to existing standards, indicators and targets across the relevant partner agencies. This is an important restriction, since it is questionable whether existing measures have the necessary breadth to capture the aims and outcomes. The way in which a range of inspectorates across education, social care and beyond have worked together to meet their new statutory obligations on integrated inspecting is remarkable. However, the changes are immense and complex, and it would be surprising to find no gap between policy and implementation.
- Published
- 2005
- Full Text
- View/download PDF
40. Editorial.
- Author
-
Woodhead, Martin and Parton, Nigel
- Subjects
CHILD care ,EDUCATION - Abstract
This section introduces a series of articles on children-related issues including perspectives in care, education and welfare services.
- Published
- 2005
- Full Text
- View/download PDF
41. What Do Parents Feel They Need? Implications of Parents' Perspectives for the Facilitation of Parenting Programmes.
- Author
-
Miller, Sue and Sambell, Kay
- Subjects
PARENTING ,PARENTS ,SOCIAL support ,FAMILIES ,EDUCATION - Abstract
This paper is based upon in-depth interview studies with a range of parents and explores their beliefs, expectations and experiences of parenting support. Three dominant ways in which parents viewed parenting education are identified. The implications of these conceptual categories or ‘models’ of parenting support are discussed in terms of their impact on parents' approaches to parenting education and the quality of the outcomes. These interpretations raise questions about the nature and impact of parenting support. As such, they have significant implications for the development and delivery of future parenting provision. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
42. Parenting and the Harry Potter Stories: A Social Care Perspective.
- Author
-
Seden, Janet
- Subjects
PARENTS ,CHILD rearing ,SOCIAL psychology ,EDUCATION ,SOCIAL sciences ,POTTER, Harry (Fictional character) - Abstract
This paper analyses the capacities of the parents in the Harry Potter stories, written by J. K. Rowling, from a social care perspective. It argues that there is a synergy between what the social sciences have discovered about 'good enough parenting' and the insights that can be gathered from entering the imaginative world of literature. This is illustrated by a discussion of the qualities of the parents and parent substitutes in the four books published between 1997 and 2000. It concludes that fictional experiences of childhood create empathy in the reader and enable us to confront the need for imagination as parents and practitioners, while the social sciences keep knowledge grounded and evidenced. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
- View/download PDF
43. Young children’s agency with digital technologies
- Author
-
Kate Highfield, Susan Grieshaber, Jacinta Bartlett, Leon Straker, Susan Edwards, Michael Henderson, Helen Skouteris, Andi Salamon, and Andrea Nolan
- Subjects
digital technologies ,Health (social science) ,infants ,05 social sciences ,050301 education ,Public administration ,Education ,relational agency ,03 medical and health sciences ,0302 clinical medicine ,030225 pediatrics ,Agency (sociology) ,toddlers ,Life-span and Life-course Studies ,Psychology ,0503 education - Abstract
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this paper argues that children's agency with technologies may be further investigated in terms of practice architectures to better understand the social mediation of infant and toddler interactions and engagements with technologies.
- Published
- 2021
44. Children and Society Policy Review—A review of government consultation processes when engaging with children and young people about the statutory guidance for Relationships and Sex Education in schools in England
- Author
-
Emily Setty and Emma Dobson
- Subjects
Health (social science) ,Life-span and Life-course Studies ,Education - Abstract
This paper examines the participation of children and young people within government consultation pro-cesses. It considers the recent Department for Education consultation on its statutory guidance for schools for Relationships and Sex Education in England. The paper is based on a Freedom of Information request for the consultation responses categorised as from ‘young people’. We identify two issues in our interrogation of the data. First, there is evidence that a substantial proportion of responses were not submitted by young people. Second, the consultation approach did not include all the features necessary for meaningful consultation. We consider the implications for the youth consultation on policy matters that affect them.
- Published
- 2022
45. Preventing failure at school.
- Author
-
Sylva, Kathy and Evans, Emma
- Subjects
SCHOOL failure ,EDUCATION ,EARLY childhood education ,RESEARCH ,FAILURE (Psychology) - Abstract
This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 1999
- Full Text
- View/download PDF
46. What rights for disabled children? Home enteral tube feeding in the community.
- Author
-
Townsley, Ruth and Robinson, Carol
- Subjects
ENTERAL feeding ,CHILDREN with disabilities ,FAMILIES ,HOME care services ,SOCIAL services ,EDUCATION - Abstract
The growing number of disabled children who are tube fed at home has important implications both for families and the professionals who support them. This paper reports on the preliminary findings of a project which aims to assess the practical, social and emotional impact of home enteral tube feeding (HETF) on the lives of disabled children and their families. The evidence presented here suggests that guidance and training on HETF for non-parent carers is both inadequate and inconsistent. Consequently access to education and social services may be restricted or even denied for disabled children on HETF as a direct result of their perceived need for nursing or medical care. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 1999
- Full Text
- View/download PDF
47. Drug Education in Schools: a Review.
- Author
-
Ives, Richard and Clements, Ian
- Subjects
DRUG abuse ,YOUTH ,EDUCATION ,PEOPLE with drug addiction ,DRUG laws ,SUBSTANCE abuse - Abstract
Drug use by young people is widespread and increasing. Attempts to prevent or reduce young people's drug use have focused on school-based education, This paper examines some of these strategies. There is wide agreement that providing information about drugs is necessary but insufficient; in addition, you rig people need to be given the opportunity to examine attitudes about drug use, develop skills in making decisions about use and look at ways to reduce the harms that are associated with their own and others' use of both legal and illegal drugs. Most commentators are also agreed that drug education needs to start early and should take account of what young people already know about drugs. Peer-led approaches are promising but not yet adequately evaluated. Because there are basic differences in philosophies and equivocal research on the effectiveness of drug education there is little consensus on a number of issues. [ABSTRACT FROM AUTHOR]
- Published
- 1996
- Full Text
- View/download PDF
48. In care? In school?
- Author
-
Fletcher-Campbell, Felicity
- Subjects
EDUCATION ,CHILD care ,SOCIAL conditions of children ,CHILD care services ,CHILD welfare - Abstract
This article draws on NFER/ESRC funded research aimed at reviewing the arrangements for the education of children in care. The study followed up issues raised by Sonia Jackson (see CHILDREN & SOCIETY, 2:4) and others who were concerned that the educational experiences of children in care were often poor and that one of the main causes was the lack of coordinated approach by the social services, education departments and other agencies. The paper outlines current arrangements, explores the issues and recommends more research and new policies and practices. [ABSTRACT FROM AUTHOR]
- Published
- 1990
- Full Text
- View/download PDF
49. Children with epilepsy who have special needs.
- Author
-
Kurtz, Zarrina and Richman, Naomi
- Subjects
PRESCHOOL education of children with disabilities ,SEIZURES (Medicine) ,EPILEPSY ,SPECIAL education ,EDUCATION - Abstract
About five per cent of children with epilepsy are severely or multiply handicapped. Many of these probably did not go to school before the 1970 Education Act, although epilepsy had been a named category for special education from the earliest provision. This paper describes two studies of the characteristics of children attending the residential special schools for epilepsy in England and Wales before the 1981 Education Act, and discusses the provision of local services for severely handicapped children with epilepsy as a consequence of the Act and the possible continuing role for residential schools for this group. [ABSTRACT FROM AUTHOR]
- Published
- 1989
- Full Text
- View/download PDF
50. Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda.
- Author
-
Datzberger, Simone, Parkes, Jenny, Bhatia, Amiya, Nagawa, Rehema, Kasidi, Joan Ritar, Musenze, Brian Junior, Naker, Dipak, and Devries, Karen
- Subjects
POPULATION geography ,RE-entry students ,ATTITUDES toward illness ,EXPERIENCE ,SOCIOECONOMIC factors ,QUALITATIVE research ,SEX distribution ,SCHOOLS ,STUDENTS ,DESCRIPTIVE statistics ,STAY-at-home orders ,COVID-19 pandemic ,LONGITUDINAL method ,EDUCATIONAL attainment - Abstract
Uganda had the longest period of school closures worldwide as a response measure during the Covid‐19 pandemic. Drawing on longitudinal qualitative data from the Contexts of Violence in Adolescence Cohort Study (CoVAC) (2018–2023), we examine how this has affected the lives of adolescents in Uganda. Our analysis showcases how intersecting inequities based on socioeconomic circumstances, gender and location have intensified, with detrimental effects on young people's educational paths and life circumstances. Strategies that take the intersections of these inequities into account are urgently needed to help the most disadvantaged and marginalized young people return to school. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
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