| Description |
1 online resource (215 p.) |
| Series |
Routledge Research in Early Childhood Education Series |
|
Routledge Research in Early Childhood Education Series
|
| Contents |
Intro -- Endorsements -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures and tables -- Acknowledgements -- Contributors -- Part 1: Key theoretical ideas -- Chapter 1: Introduction -- References -- Chapter 2: Being well, being in the community, having voice and agency through practical philosophy -- Introduction -- Voice and agency -- Being-in-and-of-the-world -- Philosophy with children -- Recognising voice in philosophy with children -- In-relation with children in the community -- Conclusion -- References |
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Chapter 3: An exploration of practices for rights-based education through promoting voice in the early years: Building a spider's web -- Introduction -- Children's right to express their views and for their views to be listened to -- Factors identified as necessary when considering voice practices -- Definition -- Power -- Inclusivity -- Active listening -- Time and space -- Approaches -- Processes -- Purposes -- Developing voice practices that advance right-based education: building the spider's web -- Method -- Erica's narrative -- setting and approach to voice |
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Examples of practice which exemplifies voice practices -- Reflections on what has worked well and what didn't work so well -- Learnings for the future -- Jane's narrative -- setting and approach to voice -- Examples of practice which exemplifies voice practices -- Reflections on what has worked well and what didn't work so well -- Learnings for the future -- Diedre and Charlotte's lights and shadows narrative -- setting and approach to voice -- Examples of practice which exemplifies voice practices -- Reflections on what has worked well and what didn't work so well -- Learnings for the future |
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Discussion -- References -- Chapter 4: The sociomateriality of voice and its implications for research with children: Voice-as-event in an intergenerational art program -- Introduction -- Background and orientation -- Methods and data sources -- The voices-as-events in/associated with Yafeu's portfolio -- Significance -- References -- Part 2: ADVOST case studies -- Chapter 5: Children's identity and agency in an art gallery: Voices in the making -- Introduction -- Literature review -- Arts-based pedagogy and benefits -- Arts-based pedagogy enhances children's agency and voice -- Methodology |
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Research site and participants -- Ethical considerations -- Multimodal arts-based co-production with children and teachers -- Vignette 1: co-participation to co-production -- Vignette 2: critical thinking about art as culture and identity -- Vignette 3: children's voices through experience -- Vignette 4: art as social and environmental response -- Findings and discussion -- Enhancing children's agency and voice through arts-based pedagogies and research -- Conclusion -- References |
| Summary |
This book outlines the key findings from the ADVOST project and other international projects that examine how educational practitioners have utilised theoretical notions of voice and agency to enhance the social inclusion and wellbeing of children within their settings |
| Notes |
Description based upon print version of record |
|
Chapter 6: Using children's literature to augment children's multimodal voices and agency: Placelessness in the classroom |
| Genre/Form |
Electronic books
|
| Form |
Electronic book
|
| Author |
Burke, Anne
|
|
Keskitalo, Pigga
|
|
Turunen, Tuija
|
| ISBN |
9781040016053 |
|
1040016057 |
|
