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dc.contributor.authorGilligan, Robert
dc.contributor.authorScholtz, Jennifer
dc.date.accessioned2021-03-19T10:46:02Z
dc.date.available2021-03-19T10:46:02Z
dc.date.issued2021
dc.date.submitted2021en
dc.identifier.citationSime, D., Gilligan, R., Scholtz, J., Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming, Childhood, 2021en
dc.identifier.otherY
dc.identifier.urihttp://hdl.handle.net/2262/95780
dc.descriptionPUBLISHEDen
dc.description.abstractThis article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.en
dc.language.isoenen
dc.relation.ispartofseriesChildhood;
dc.rightsYen
dc.subjectSchool transitionsen
dc.subjectSchool communityen
dc.subjectRecognition theoryen
dc.subjectPrimary to secondary school transitionen
dc.subjectMeaning of schoolen
dc.subjectChildren’s rightsen
dc.subjectChildren’s perspectiveen
dc.subjectChildren’s friendshipsen
dc.subjectBecomingen
dc.subjectBelongingen
dc.titleChildren at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becomingen
dc.typeJournal Articleen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/rgillign
dc.identifier.rssinternalid222900
dc.identifier.doihttps://doi.org/10.1177/0907568221992852en
dc.rights.ecaccessrightsopenAccess
dc.subject.TCDThemeInclusive Societyen
dc.identifier.orcid_id0000-0002-4150-3523
dc.status.accessibleNen


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