Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v10i2.4936 |
Resumo: | Whereas children’s agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression “inclusive education” that complements the traditional and necessary meaning of “reaching to all learners”; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children’s gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children’s rights to participation, the principle of progressive autonomy, and acknowledging children’s agency in schools. |
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Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schoolsagency rights; children’s agency; children’s participation; children’ rights; evolving capacities; inclusive education; progressive autonomy; sustainable development goalsWhereas children’s agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression “inclusive education” that complements the traditional and necessary meaning of “reaching to all learners”; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children’s gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children’s rights to participation, the principle of progressive autonomy, and acknowledging children’s agency in schools.Cogitatio2022-04-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v10i2.4936oai:ojs.cogitatiopress.com:article/4936Social Inclusion; Vol 10, No 2 (2022): Promoting Social Inclusive Experiences in Uncertain Times; 43-532183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/4936https://doi.org/10.17645/si.v10i2.4936https://www.cogitatiopress.com/socialinclusion/article/view/4936/4936Copyright (c) 2022 Marta B. Estebanhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEsteban, Marta B.2022-12-20T10:59:03Zoai:ojs.cogitatiopress.com:article/4936Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:19.318614Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
title |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
spellingShingle |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools Esteban, Marta B. agency rights; children’s agency; children’s participation; children’ rights; evolving capacities; inclusive education; progressive autonomy; sustainable development goals |
title_short |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
title_full |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
title_fullStr |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
title_full_unstemmed |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
title_sort |
Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools |
author |
Esteban, Marta B. |
author_facet |
Esteban, Marta B. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Esteban, Marta B. |
dc.subject.por.fl_str_mv |
agency rights; children’s agency; children’s participation; children’ rights; evolving capacities; inclusive education; progressive autonomy; sustainable development goals |
topic |
agency rights; children’s agency; children’s participation; children’ rights; evolving capacities; inclusive education; progressive autonomy; sustainable development goals |
description |
Whereas children’s agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression “inclusive education” that complements the traditional and necessary meaning of “reaching to all learners”; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children’s gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children’s rights to participation, the principle of progressive autonomy, and acknowledging children’s agency in schools. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v10i2.4936 oai:ojs.cogitatiopress.com:article/4936 |
url |
https://doi.org/10.17645/si.v10i2.4936 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/4936 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/4936 https://doi.org/10.17645/si.v10i2.4936 https://www.cogitatiopress.com/socialinclusion/article/view/4936/4936 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Marta B. Esteban http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Marta B. Esteban http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 10, No 2 (2022): Promoting Social Inclusive Experiences in Uncertain Times; 43-53 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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