Children's experiences of democracy, school rules, and injustice in school
2008 (English)In: The 36th Congress of Nordic Educational Research Association, 6-8 March, 2008Conference paper (Refereed)
With reference to the new sociology of childhood, children are both constrained by structure and active agents acting in and upon structure. They do not simply internalise the social world but strive to make sense of their culture and to participate in it. At the same time, children are dependent on adults and subordinated to adult control. The aim of this paper is to investigate children-s views and experiences of democracy and school rules in school, and to give them a voice in these issues. The data for this paper is derived from field studies in different elementary schools in Sweden. The analysis is accomplished by procedures influenced by the Grounded Theory. The result shows that children-s influence is limited. They express a conflict between (a) wanting teachers to decide everything and viewing teachers as better knower than children, and (b) wanting to have a say in school and mistrusting when teachers change things they have decided together or when teachers decide everything themselves. Moreover, children view many rules in school as good but simultaneously criticise some of them. According to them, they experience injustice, rule and teacher inconsistency, and no power over the construction of school rules.
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IdentifiersURN: urn:nbn:se:liu:diva-42919Local ID: 69881OAI: oai:DiVA.org:liu-42919DiVA: diva2:263776
The 36th Congress of Nordic Educational Research Association, 6-8 March, Copenhagen, Denmark