Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together

Federico  Farini; Angela Scollan

doi:10.1007/978-3-031-28501-1

Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together

Federico Farini^*, Angela Scollan

^*Corresponding author for this work

Research output: Book/Report › Book › peer-review

Abstract

This book introduces the use of facilitation to support children’s agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children’s status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children’s rights and educational management.

Original language	English
Place of Publication	London
Publisher	Palgrave Macmillan Ltd.
Number of pages	282
ISBN (Electronic)	978-3-031-28501-1
ISBN (Print)	978-3-031-28500-4, 978-3-031-28503-5
DOIs	https://doi.org/10.1007/978-3-031-28501-1
Publication status	Published - 31 May 2023

Bibliographical note

Hardcover version published 1 June 2023

Keywords

self-determination
learning-by-doing
primary education
child-led learning
dialogic learning
conversation analysis
UN Sustainable Development Goals
Children's Rights
facilitation
pedagogical observation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-031-28501-1

5 Invited talk
3 Conference Presentation
2 Keynote
1 Organising a conference or workshop

Multicultural dialogues and multicultural education. Discussing reflections and application for 2024
Farini, F. (Organiser), Scollan, A. (Chair), Murray, J. (Participant), Thomas, E. (Participant), Fretwell, N. (Participant), Pilkington, A. (Participant) & Race, R. (Participant)
12 Jun 2024
Activity: Organising a conference or workshop › Research

File
Current Research
Farini, F. (Author)
16 Jun 2023
Activity: Academic Talks or Presentations › Invited talk › Research

File
Environment: resource, context or both
Farini, F. (Author)
6 Feb 2023
Activity: Academic Talks or Presentations › Invited talk › Research

File
Hybrid-transitions as a spaces for children’s agency
Farini, F. (Author) & Scollan, A. (Speaker)
10 Nov 2023
Activity: Academic Talks or Presentations › Conference Presentation › Research

File

EU-SHARMED, Transcripts of Classroom Interactions
Farini, F. (Creator), University of Northampton, Mar 2022
DOI: 10.24339/0460fe8b-3c94-42d9-9536-c31d62ac8911
Dataset

File
EU-SHARMED, Transcripts of Classroom Interactions, Italian Schools
Farini, F. (Creator), Baraldi, C. (Creator), Ballestri, C. (Creator) & Vincenzi, M. (Creator), University of Northampton, 7 Feb 2023
DOI: 10.24339/121ae88e-6ce7-4e4c-80b7-e8970627c1c4
Dataset

File

Cite this

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title = "Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together ",

abstract = "This book introduces the use of facilitation to support children{\textquoteright}s agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children{\textquoteright}s status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children{\textquoteright}s rights and educational management.",

keywords = "self-determination, learning-by-doing, primary education, child-led learning, dialogic learning, conversation analysis, UN Sustainable Development Goals, Children's Rights, facilitation, pedagogical observation",

author = "Federico Farini and Angela Scollan",

note = "Hardcover version published 1 June 2023",

year = "2023",

month = may,

day = "31",

doi = "10.1007/978-3-031-28501-1",

language = "English",

isbn = "978-3-031-28500-4",

publisher = "Palgrave Macmillan Ltd.",

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T1 - Pedagogical Innovation for Children's Agency in the Classroom

T2 - Building Knowledge Together

AU - Farini, Federico

AU - Scollan, Angela

N1 - Hardcover version published 1 June 2023

PY - 2023/5/31

Y1 - 2023/5/31

N2 - This book introduces the use of facilitation to support children’s agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children’s status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children’s rights and educational management.

AB - This book introduces the use of facilitation to support children’s agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children’s status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children’s rights and educational management.

KW - self-determination

KW - learning-by-doing

KW - primary education

KW - child-led learning

KW - dialogic learning

KW - conversation analysis

KW - UN Sustainable Development Goals

KW - Children's Rights

KW - facilitation

KW - pedagogical observation

U2 - 10.1007/978-3-031-28501-1

DO - 10.1007/978-3-031-28501-1

M3 - Book

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SN - 978-3-031-28503-5

BT - Pedagogical Innovation for Children's Agency in the Classroom

PB - Palgrave Macmillan Ltd.

CY - London

ER -

Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Fingerprint

Activities

Multicultural dialogues and multicultural education. Discussing reflections and application for 2024

Current Research

Environment: resource, context or both

Hybrid-transitions as a spaces for children’s agency

Datasets

EU-SHARMED, Transcripts of Classroom Interactions

EU-SHARMED, Transcripts of Classroom Interactions, Italian Schools

Cite this