Introduction
This entry argues that “children’s rights” and “student voice” are now policy and practice imperatives in state education systems that aspire to be liberal, democratic, and inclusive. Under the United Nations Convention on the Rights of the Child (1989), these imperatives include the right of the child to influence decisions around their learning, assessment, and general engagement in school life. As education policy actors, children have unique and valuable contributions to make to the development of socially just curriculum and pedagogical practices and relations. Enabling their “voice” to be heard on matters of interest to them, unmediated by adults, is an authentic pedagogical practice. Through recognition that children’s capabilities pervade both in-school and out-of-school contexts, understandings of the phenomenon of learning are broadened. Six dimensions of informal learning are presented: culture, relationships, identity, strategies, purpose, and affect. It is...
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Bourke, R., O’Neill, J., Loveridge, J. (2022). Children’s Rights, Student Voice, and Partnerships in Learning and Teaching. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_426-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_426-1
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