De Canadese sociologe Rebecca Raby analyseerde de samenhang tussen participatie van kinderen en neoliberalisme. Ze onderschrijft de zorg die daaruit voortvloeit, maar laat ook zien dat de consequenties minder ongunstig zijn dan vaak wordt gedacht. Haar analyse verscheen in 2014 in het tijdschrift  Discourse: Studies in the Cultural Politics of Education. Full text op te vragen bij auteur.


“Children’s participation initiatives have been increasingly introduced within various institutional jurisdictions around the world, partly in response to Article 12 of the United Nations Convention on the Rights of the Child. Such initiatives have been critically evaluated from a number of different angles. This article engages with an avenue of critique which argues that children’s participatory initiatives resonate with a neoliberal economic and political context that prioritises middle class, western individualism and ultimately fosters children’s deeper subjugation through self-governance. Respecting these as legitimate concerns, this article draws on two counter-positions to argue that while children’s participation can certainly be conceptualised and practised in ways that reflect neo-liberal, individualised self-governance, it does not necessarily do so. To make this argument I engage, on the one hand, with Foucault’s work on the care of the self, and on the other, with more collective approaches to participation.”

Thema’s: neoliberalisme, paradoxen, surveillance, participatie.

Eric Toshalis and Michael Nakkula bespreken het verband tussen zeggenschap en motivatie van leerlingen. Zij gaan daarbij uitgebreid in op verschillende motivatie-theoriën en achterliggende onderzoeken. Lees hier hun artikel.

Samenvatting: geen

Thema’s: motivatie, ontwikkeling, mee-beslissen.

Laura Lundy van Queen’s University in Belfast is kritisch op de notie van student voice. Ze laat zien dat bevordering en bewaking van kinderrechten in termen van student voice de mogelijkheden van artikel 12 van het Kinderrechtenverdrag tekortdoen. Haar analyse verscheen in 2007 in British Educational Research Journal. Full text op te vragen bij auteur.


“This article provides a children’s rights critique of the concept of ‘pupil voice’. The analysis is founded on Article 12 of the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight in all matters affecting them. Drawing on research conducted on behalf of the Northern Ireland Commissioner for Children and Young People, the article assesses some of the barriers to the meaningful and effective implementation of the right within education. It is argued that the phrases which are commonly used as abbreviations for Article 12, such as ‘pupil voice’, have the potential to diminish its impact as they provide an imperfect summary of the full extent of the obligation. The article proposes a new model, which has four key elements, for conceptualising Article 12—Space, Voice, Audience and Influence.”

Thema’s: paradoxen, kinderrechten.

Alan Prout van the University of Sterling analyseert de spanning tussen twee moderne ontwikkelingen: kinderen en jeugdigen krijgen steeds meer vrijheid en zeggenschap, tegelijkertijd nemen regulering en controle als maar toe. Lees hier het artikel. Full text op te vragen bij auteur.


“Children’s participation in public life in contemporary Britain is examined in relation to the tension between control and self-realisation found in late modernity. It is argued that, despite the recognition of children as persons in their own right, public policy and practice is marked by an intensification of control, regulation and surveillance around children. This tension is considered in relation to the constitution of children in the public sphere as human capital and therefore as a means of controlling the future. This is contrasted to the private sphere where children’s potential for self-realisation is increasingly sequestered in the family. It is suggested that these trends raise issues of social inequality, intergenerational justice and institutional disengagement in relation to children. This requires more serious attention to enabling children’s participation in the society.”

Thema’s: paradoxen, surveillance, participatie.