IT classroom

Education Rights, citizenship & dialogue

While the three elements of this research theme may be discrete, for several of the members they are also inter-related.  The group’s research is interdisciplinary and multi-disciplinary in nature, with its members working on both empirical and conceptual pieces of work. 

Members of the group have expertise in various aspects of children and young people’s rights, including: accessing rights; human rights education; gender rights; rights relating to religion; the rights of those with Additional Support Needs such as autism or who may struggle to access their rights; and rights-based research methods. Projects include: children’s freedom and adults’ responsibilities; young people’s queer and religious identities; giving voice to the experiences of those in psychotherapy.

A key focus for several members of the research group relates to aspects of children and young people’s participation and voice. Voice and participation also closely articulate with issues of children and young people’s citizenship, though this is only one facet of the research undertaken in this area. Projects, here, include Look Who’s Talking: Eliciting Voice from Birth to Seven and Children’s Voices on Childhood.

Research on dialogue sees dialogue as education(al), dialogue as an aim of education and intercultural/critical dialogue as method within Education Studies. Group members adopt various approaches to facilitating dialogue, such as Philosophy with Children, and the role of the literacy mediator in youth work. Projects include the likes of religious discourse and education, practical philosophy with those in secure accommodation; and intercultural topics such as the connection between theories and practices in pre-modern Japan with modern continental concepts of Bildung and Anglo-Saxon ideas of self-formation.

The following staff work in this area: