TY - ABST
T1 - Social Inclusion through Pupil’s Participation (SIPP) – developing cross-national strategies for the enhancement of participation and well-being in schools and after-school programs
AU - Gravesen, David Thore
AU - Ringskou, Lea
AU - Elvstrand, Helene
AU - Lago, Lina Söderman
PY - 2022
Y1 - 2022
N2 - Research topic/aim
The Erasmus+ and Movetia (for the Swiss Partners in the project) funded project ‘Social Inclusion through Pupil’s Participation’ is a collaboration between practitioners and researchers in 5 European countries, respectively Sweden, Estonia, Italy, Switzerland and Denmark. In the project we try out and further develop activities and strategies that enhance social inclusion and participation in schools and leisure centers (non-formal after school programs). We do so by focusing on children’s perspectives (Corsaro, 2002; Gulløv & Højlund, 2010; Stanek, 2011; Meynert, 2013) in all aspects of the project. Positioning children as agents in their own lives (Morrow & Richards, 1996; Clark & Moss, 2001; Clark & Statham, 2005; James, 2007; Alderson & Morrow, 2011) is a crucial element when we seek to learn about their experiences and their understandings of friendships, inclusion and well-being in both formal and non-formal pedagogical arenas. Social inclusion is a process of improving the terms for individuals and groups to participate in societal arenas, and in this project, the project partners share thoughts and activities in a cross-cultural exchange.
Theoretical framework
The theoretical framework for the project lies within childhood sociology (Corsaro, 2002, James & Prout, 2015) and the UN convention that emphasize the understanding of children as social actors in society and children’s right to be heard and have a say in matters, that are important in their everyday lives. Social Inclusion related to presence, participation and achievement for all students (Allen & Bowles, 2012; Wang & Eccies, 2012) is also a crucial theoretical aspect in our analysis
Methodology/research design
The methodology promoted in this project is participatory research (Duus, Husted, Kildedal, Laursen & Tofteng 2012; Jensen 2017; Brydon-Miller et al. 2003) with teachers and social educators working with researchers and children to jointly scrutinize aspects of social inclusion and develop strategies and practical solutions that can enhance children’s voice and sense of belonging in formal and non-formal pedagogical settings. Along with the participatory approach, the researchers also use observations and interview to follow the processes.
Expected results/findings
In the presentation we will focus on examples from the large bulk of empirical materials that have been collected in all five countries. We will reveal tentative analysis based on children’s drawings on friendships, photographs with favorite places taken by children, animated films about belonging made by children and a variety of other materials that all relate to the question of participation, and how professionals can promote social inclusion in pedagogical settings.
Relevance to Nordic educational research
With this presentation we hope to inspire Nordic researchers on social inclusion to strengthen dialogue and critique and discuss national differences and similarities. We believe that the cross-cultural perspective in the project fuels our ambition to do just that, and we look forward to discuss the potentials and pitfalls of social inclusion and involving methods with Nordic colleagues. Finally, we also hope that our mutual dialogue will touch upon some of the ethical dilemmas that are related to working with pedagogy and research in a participatory perspective.
AB - Research topic/aim
The Erasmus+ and Movetia (for the Swiss Partners in the project) funded project ‘Social Inclusion through Pupil’s Participation’ is a collaboration between practitioners and researchers in 5 European countries, respectively Sweden, Estonia, Italy, Switzerland and Denmark. In the project we try out and further develop activities and strategies that enhance social inclusion and participation in schools and leisure centers (non-formal after school programs). We do so by focusing on children’s perspectives (Corsaro, 2002; Gulløv & Højlund, 2010; Stanek, 2011; Meynert, 2013) in all aspects of the project. Positioning children as agents in their own lives (Morrow & Richards, 1996; Clark & Moss, 2001; Clark & Statham, 2005; James, 2007; Alderson & Morrow, 2011) is a crucial element when we seek to learn about their experiences and their understandings of friendships, inclusion and well-being in both formal and non-formal pedagogical arenas. Social inclusion is a process of improving the terms for individuals and groups to participate in societal arenas, and in this project, the project partners share thoughts and activities in a cross-cultural exchange.
Theoretical framework
The theoretical framework for the project lies within childhood sociology (Corsaro, 2002, James & Prout, 2015) and the UN convention that emphasize the understanding of children as social actors in society and children’s right to be heard and have a say in matters, that are important in their everyday lives. Social Inclusion related to presence, participation and achievement for all students (Allen & Bowles, 2012; Wang & Eccies, 2012) is also a crucial theoretical aspect in our analysis
Methodology/research design
The methodology promoted in this project is participatory research (Duus, Husted, Kildedal, Laursen & Tofteng 2012; Jensen 2017; Brydon-Miller et al. 2003) with teachers and social educators working with researchers and children to jointly scrutinize aspects of social inclusion and develop strategies and practical solutions that can enhance children’s voice and sense of belonging in formal and non-formal pedagogical settings. Along with the participatory approach, the researchers also use observations and interview to follow the processes.
Expected results/findings
In the presentation we will focus on examples from the large bulk of empirical materials that have been collected in all five countries. We will reveal tentative analysis based on children’s drawings on friendships, photographs with favorite places taken by children, animated films about belonging made by children and a variety of other materials that all relate to the question of participation, and how professionals can promote social inclusion in pedagogical settings.
Relevance to Nordic educational research
With this presentation we hope to inspire Nordic researchers on social inclusion to strengthen dialogue and critique and discuss national differences and similarities. We believe that the cross-cultural perspective in the project fuels our ambition to do just that, and we look forward to discuss the potentials and pitfalls of social inclusion and involving methods with Nordic colleagues. Finally, we also hope that our mutual dialogue will touch upon some of the ethical dilemmas that are related to working with pedagogy and research in a participatory perspective.
KW - children and youth
UR - https://nfpf.net/blog/2021/12/12/nera-2022-conference-at-university-of-iceland/
M3 - Abstract
T2 - Nera 2022
Y2 - 1 June 2022 through 3 June 2022
ER -