Children's participation: moving from the performative to the social
Children's participation: moving from the performative to the social
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DOI：
10.1080/14733285.2016.1219022
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发表时间：
2017-06-01
影响因子：
2.3
通讯作者：
Parkes, Aisling
中科院分区：
文献类型：
--
作者：
Horgan, Deirdre;Forde, Catherine;Parkes, Aisling
关于儿童参与的大量工作在强调其重要性方面很有价值。然而，参与是一个有争议的概念，出现了一些关键挑战，涉及到它强调年龄和声音，它侧重于使参与性的负责任公民社会化，以及它未能充分认识到儿童在日常生活中参与活动的范围。本文介绍了一项关于儿童在家庭、学校和社区中参与的经验的研究结果，包括关系背景的重要性，儿童如何重视日常互动而不是表演性的正式参与结构，以及他们的参与如何受到基于能力和声音概念的成人过程的限制。它的结论是承认和促进儿童的非正式和社会参与，以及新形式的民主进程正在开发的儿童解决的可能性，治理和过度负责的儿童的论点。
The body of work on children's participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children's experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than performative' formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children's informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.