Abstract
This article compares democratic participation research in Scottish schools over a ten-year period. The comparison reveals how “organic” aspects of decision-making arise in arenas of school activity. We argue that research heretofore has focussed on pupil councils to the exclusion of more everyday embedded and embodied choices. Primary researchers in the studies revisited data, drawing on their respective theoretical frameworks, to consider how new materialist perspectives offer ways to attend differently to the recursive, relational dynamics of participation.
Original language | English |
---|---|
Pages (from-to) | 75-93 |
Number of pages | 19 |
Journal | Childhood |
Volume | 9 |
Issue number | 1 |
Early online date | 4 Dec 2021 |
DOIs | |
Publication status | Published - 1 Feb 2022 |
Bibliographical note
FundingThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Study Two was funded by the Children and Young People’s Commissioner Scotland. Link: https://www.cypcs.org.uk/ufiles/achievement-and-attainment.pdf. Its
follow-on project was funded by Education Scotland (2018). Link: https://education.gov.scot/improvement/Documents/learner-participation.pdf. Study Three was funded by Teaching and Learning Scotland. http://eprints.gla.ac.uk/53932/
Keywords
- Participation
- decision-making
- representation
- social material critique
- agential realism