Abstract
This chapter is concerned with policy and legislation shifts regarding the welfare and education of children in Ireland. Ireland’s social services framework and pedagogical context will be critiqued regarding available space for children’s active involvement in educational decisions and life changes.
With help of data collected through interviews with professionals and policy and documentary analysis, it will be assessed and reflected upon if and how self-determination of children is visible and heard within Irish practices in Early Education and Social Work. In particular, it is explored how the individualistic rights based approach to social work and education advanced by state legislation is intertwined with the construction of children as subordinates within the family. Policy driven pedagogy towards children’s active involvement will be explored. We will consider available space accessible to children, who are supported by professionals working closely interpreting policy shifts.
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Scollan, A., McNeill, E. (2019). Discourses/2. Ireland: Listening to Children’s Voices in Irish Social Work through Cultural and Organisational Filters. In: Farini, F., Scollan, A. (eds) Children’s Self-determination in the Context of Early Childhood Education and Services. International Perspectives on Early Childhood Education and Development, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-14556-9_11
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