This insightful book re-examines the concept of student voice through an exploration of children’s implicit rights to silence and non-participation. By considering what remains unspoken but is voiced through silence, this book theorises silence through the lens of power. Responding to calls for more critical approaches to children's participation under the UN Convention on the Rights of the Child, this unique exposition of silence ventures beyond traditional notions of voice as a defining term for justice and participation, and traditional understandings of silence as powerlessness. Instead, this book presents young people’s uses and understandings of silence at school as an instrument of power. Based on empirical research, the book reconceptualises children’s participation rights through silence. Addressing an important gap in the literature on student voice and children’s participation, this book is a valuable resource for academics, researchers, and postgraduate students in the fields of children’s human rights, childhood studies, and educational philosophy.

Bringing new perspectives on educational resources together, this book considers how a range of learning materials can be used to effectively highlight creativity, collaboration, and critical thinking in learning. Covering a broad scope of educational resources, the book examines the use of resources in Scandinavian education within language studies, literature, history, and social studies at all levels of education through empirically grounded research, including ethnographies and textual analysis. Written by practising experts in the field of education studies, chapters present examples of both cutting-edge digital media and more traditional artefacts and books, providing critical discussion and inspiration for how a range of resources can be used creatively within the classroom. This interdisciplinary book is a valuable addition to scholarly discussions around educational development and learning, and will be relevant for academics, researchers, and postgraduate students in the fields of teacher education, didactics, curriculum, and educational technology.

This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses. With research from an international range of scholars, the book explores the intersections, boundaries, and intermediary spaces of inclusion and exclusion within educational contexts. It advances thinking in inclusive education research and links discourses of the spatial turn in inclusive education with a call for thinking spatially. Instead of defining one spatial approach as the overarching framework for analysis, it considers the potential of combining spatial approaches from diverse disciplines, including social sciences, educational science, and geography. The book systematically identifies and links the relations between a diversity of spatial theoretical perspectives and phenomena of inclusion/exclusion. This volume provides invaluable, transdisciplinary readings and reflections on space and spatiality in inclusive education, and will be highly relevant for academics, researchers and postgraduate students in the fields of inclusive education, educational theory and the sociology of education.

This book examines how the shift to remote teaching in March 2020 due to the global pandemic created new opportunities for innovation and creativity and shaped how social work classes were taught, with many temporary changes now part of permanent, standard practice. Drawing on narratives from 20 social work leaders across 17 different countries, the chapters explore particular themes and viewpoints on lessons learned during the pandemic, including case studies to examine copying mechanisms, insights into the transition to remote teaching, and the creative lessons that were learned. By taking an international perspective, it represents a key contribution to the scholarship of social work leaders from around the world concerning how institutions transitioned to remote learning and teaching and how these lived experiences and new discoveries are contributing to and influencing current practice. As such, it will appeal to social work educators, researchers, and field educators around the world with interests in experimental curriculum and field practice.

Identity and Belonging among Chinese Canadian Youth unveils how Chinese immigrant youth struggle as racialized minorities at school, in their family, and through their formative interactions with Canadian mainstream media. Utilizing rich interview data, the author explores how the contemporary forms of racism, multiculturalism, immigration, and transnationalism affect the identity construction of second-generation Chinese immigrant youth in Canada, as well as their negotiation of belonging at social institutions through schools and mainstream media in Canada. The text systematically examines the lived experiences and perceptions of Chinese immigrant youth in relation to race, ethnicity, and class. Uniquely extending Bourdieu’s concept of habitus to race and ethnicity, the author traces issues of racism and “model minority” discourses not only to systemic and institutional origins but also to internalized individual ways of thinking, doing, and being. This book will appeal to academics and scholars tracing racial inequality through the multiplicity of Asian diasporas in Western societies, as well as researchers seeking new understandings of modern-day school and media and with interests in multicultural education, sociology of education, and theories of race and ethnicity.

Drawing on the ideas of Hannah Arendt and Michel Foucault, this book extends the theoretical understanding of public pedagogy and brings into sharp focus the elements that constitute the public realm; the site of public pedagogy. Karen Charman and Mary Dixon offer a new theorisation of the public, a term at the heart of debate in the field, heightened in this post-truth era by the COVID-19 pandemic, the rise of fake news and the technological reconfigurations of public life. The new theorization addresses the ‘public’, ‘pedagogy’ and their confluence in ‘public pedagogy’. The book explores a deep engagement with the architecture and dynamics of pedagogy and argues for the positioning of pedagogy with the public. The authors contribute to a theorisation that re-considers the individual and their capacity for agency within the public realm. The book presents knowledge and pedagogical encounters as key elements of public pedagogy and most significantly, the educative agent as a means of critically rethinking social life and learning in public spaces. Presenting an innovative theoretical approach, this book will be of interest to academics in the fields of public and critical pedagogy and postgraduate students in education, cultural studies and politics.

Children's Rights explores the relevance of children's participatory rights in education, particularly at a time when there are competing demands in meeting the rigid curriculum frameworks whilst taking into account children's entitlement to participate in matters affecting their lives. It engages with theoretical and practical models of participation with an aim to support reflective practice. The chapters are informed by wider academic debates and examples from research and everyday practice in early year settings, making it an accessible read for students, practitioners as well as researchers.