The under-achievement of white working class boys in England is well documented. They are the lowest academic achievers at the age of 16 for any socio-economic class grouping (Sutton Trust, 2016), with only 24% of them achieving 5+ A*–C GCSEs... [...]
Children and Childhoods
The aim of Children and Childhoods SIG is to explicate, develop, and enhance understandings of children and young people and their childhoods. This includes: how childhoods are shaped socially, historically and culturally, and how the ‘relational child’ experiences the educational institutions and forces that mediate their life. It concerns children as objects and / or subjects for study, and the spaces and places in which childhood occurs, particularly formal and informal education. A strength of the SIG is that it enables interrogation of the boundaries and transitions in children’s lives, including from early years to childhood, childhood to adolescence, adolescence and beyond, and how these are shaped and informed by education.
The SIG will create a forum for academics, practitioners, and students to engage critically in debates of the contested nature of childhood; for example, as a socio-biological construction, a hybrid of interdisciplinary subjectivities, or from the standpoint of the agentic, relational child. Importantly the SIG will bring together colleagues with wide-ranging interests to contribute to knowledge development and exchange, not least around the burgeoning research into the nature and meanings of children’s well-being and resilience. At the same time the SIG will seek to establish dialogue with and between other BERA SIGs, including Early Childhood Education and Care, Youth Studies and Informal Education, Social Justice, and Sexualities, in order to draw together and share the respective assemblages of knowledge and understanding within BERA about the complexity and diversity of children’s lives.
This is a timely opportunity to establish a Children and Childhoods SIG. Childhood studies has emerged as a critical intervention in the field of education and developed interdisciplinary knowledge about children and young people’s everyday and everynight experiences. The aims of the SIG are, therefore, to:
- Explore critically the concepts and methodologies utilized to situate and explicate childhoods and children’s experiences within the contexts of formal and informal education;
- Interrogate changes and continuities in understandings of childhood and their impact upon the spaces, places, relations and practices of education;
- Enable interdisciplinary discussion of new and complementary theoretical insights from other SIGs;
- Explore the epistemological issues arising in childhood research, including interrogating questions of power, ethics and participation.
- Raise the profile of childhood studies within BERA by hosting seminars, encouraging publication, and supporting collaborations between established and early careers researchers.
Latest SIG Content
In our busy academic world it is often commented on that there is little time for reflection or conversation. Networking and opportunities for personal development are at the heart of this professional learning opportunity. The event is aimed at... [...]
The lower educational attainment of looked after children compared with their peers not in care has long been the subject of interest and research. The dominant position is that the reason behind these poorer outcomes is a ‘care system’... [...]
Examining the representation of fundamental British values: What are the most prominent images used for display boards in the primary school?
It is observable that display boards are being applied widely by primary schools as visual representations for learning about the stated fundamental British values of democracy, the rule of law, individual liberty and mutual respect, and... [...]
In some ways, the recent controversy over Scotland’s Curriculum for Excellence, introduced in 2010, could be said to be going over a familiar knowledge versus skills debate. Not only is it banal to say that obviously, both are involved, but it... [...]
A child starts learning in the womb, but real learning is perceived to start much later and is certainly not often associated with the Early Years Foundation Stage (EYFS). Real learning is often perceived to start in school at Key stage 1 and... [...]