Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue
Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue
This paper discusses the question: What is the explanatory power of bringing into dialogue theories of space and place with participatory research approaches that focus on joint perspectives of pupils, teachers and researchers in understanding the dynamics of children’s places of belonging in schools? It advances an argument that understanding children’s spaces of belonging in schools is relatively limited, particularly from a theoretically sophisticated stance or from children’s perspectives. The paper concludes that bringing together concepts of relational space as analytical tools with a participatory approach can create a third space that challenges binary positioning of ‘in/out’ with the potential to act as a safe haven for reflection and growth.
belonging, exclusion, Inclusion, participatory research, space, third space
Nind, Melanie
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Köpfer, Andreas
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Lemmer, Kathrin
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Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Köpfer, Andreas
4a8171a5-71fa-439e-815e-59197ffef9b3
Lemmer, Kathrin
9fb64bab-e256-4349-bc90-7d6a1dbdd59d
Nind, Melanie, Köpfer, Andreas and Lemmer, Kathrin
(2022)
Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue.
International Journal of Inclusive Education.
(doi:10.1080/13603116.2022.2073061).
Abstract
This paper discusses the question: What is the explanatory power of bringing into dialogue theories of space and place with participatory research approaches that focus on joint perspectives of pupils, teachers and researchers in understanding the dynamics of children’s places of belonging in schools? It advances an argument that understanding children’s spaces of belonging in schools is relatively limited, particularly from a theoretically sophisticated stance or from children’s perspectives. The paper concludes that bringing together concepts of relational space as analytical tools with a participatory approach can create a third space that challenges binary positioning of ‘in/out’ with the potential to act as a safe haven for reflection and growth.
Text
Children_s_spaces_of_belonging_in_schools_Accepted_version
- Accepted Manuscript
More information
Accepted/In Press date: 23 November 2021
e-pub ahead of print date: 17 May 2022
Additional Information:
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
belonging, exclusion, Inclusion, participatory research, space, third space
Identifiers
Local EPrints ID: 453171
URI: http://eprints.soton.ac.uk/id/eprint/453171
ISSN: 1360-3116
PURE UUID: 7a8bb759-eba9-49c7-a798-a0de30368eb1
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Date deposited: 10 Jan 2022 17:56
Last modified: 17 Mar 2024 07:01
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Contributors
Author:
Andreas Köpfer
Author:
Kathrin Lemmer
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