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This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth's recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects' identity and sense of self-respect can be deeply violated. [ABSTRACT FROM AUTHOR]

Research on children’s friendship in culturally diverse contexts has shown that children are more likely to choose friends from their own ethnic or racial group than others. This article examines this tendency from the perspective of 10- to 12-year-old girls attending ethnically mixed primary schools in Dublin, Ireland. It argues that both the emotional challenges involved in encounters across divides and the dynamics of all children’s friendships have a significant role to play in the manner in which boundaries are drawn. [ABSTRACT FROM AUTHOR]

Earlier articles by Robbie Gilligan have argued the case for the value of participation in spare time activities for young people in care, in terms of its potential to enhance their resilience (Gilligan, 1999, 2000). Here he focuses specifically on how such participation in spare time activities may contribute to positive educational progress for the young person in care. First, evidence is examined as to what, if any, impact such participation may have for the educational achievement of young people in general. Attention then narrows to the possible educational impact for more vulnerable young people, and for young people in care. Two issues are considered: (1) why and how participation may support educational progress for young people in care; and (2) what it may be useful for adults to do in terms of supporting and eliciting any positive educational effects of participation in activities. [ABSTRACT FROM AUTHOR]