Children's participation: moving from the performative to the social

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dc.contributor.authorHorgan, Deirdre
dc.contributor.authorForde, Catherine
dc.contributor.authorMartin, Shirley
dc.contributor.authorParkes, Aisling
dc.contributor.funderUniversity College Corken
dc.contributor.funderDepartment of Children and Youth Affairsen
dc.contributor.funderIrish Research Council for the Humanities and Social Sciencesen
dc.date.accessioned2018-09-04T15:35:51Z
dc.date.available2018-09-04T15:35:51Z
dc.date.issued2016-08-09
dc.date.updated2018-09-04T15:23:29Z
dc.description.abstractThe 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.en
dc.description.sponsorshipIrish Research Council for the Humanities and Social Sciences (Department of Children and Youth Affairs through the Irish Research Council for the Humanities and Social Sciences under Grant RDI2012-2-6); University College Cork (Matched Funding)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHorgan, D., Forde, C., Martin, S. and Parkes, A. (2017) 'Children’s participation: moving from the performative to the social', Children's Geographies, 15(3), pp. 274-288. doi: 10.1080/14733285.2016.1219022en
dc.identifier.doi10.1080/14733285.2016.1219022
dc.identifier.endpage288en
dc.identifier.issn1473-3285
dc.identifier.journaltitleChildrens Geographiesen
dc.identifier.startpage274en
dc.identifier.urihttps://hdl.handle.net/10468/6706
dc.identifier.volume15en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/14733285.2016.1219022
dc.rights© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Children’s Geographies on 09 August 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14733285.2016.1219022en
dc.subjectChildren and young people’s participationen
dc.subjectEveryday citizenshipen
dc.subjectHomeen
dc.subjectSchoolen
dc.subjectCommunityen
dc.subjectEarly childhood educationen
dc.subjectCitizenshipen
dc.subjectRightsen
dc.titleChildren's participation: moving from the performative to the socialen
dc.typeArticle (peer-reviewed)en
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