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Exploring the way to and from school with children: an interdisciplinary approach of children’s experiences of the third place

Titel Englisch Exploring the way to and from school with children: an interdisciplinary approach of children’s experiences of the third place
Gesuchsteller/in Moody Zoé
Nummer 166050
Förderungsinstrument Interdisziplinäre Projekte
Forschungseinrichtung Haute Ecole Pédagogique du Valais
Hochschule Haute école pédagogique du Valais/Pädagogische Hochschule Wallis - HEP-VS
Hauptdisziplin Erziehungs- und Bildungswissenschaften
Beginn/Ende 01.09.2017 - 31.08.2020
Bewilligter Betrag 409'488.00
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Alle Disziplinen (3)

Disziplin
Erziehungs- und Bildungswissenschaften
Ethnologie
Soziologie

Keywords (5)

Journey to school; Research with children; Interdisciplinarity; Childhood studies; Children's rights

Lay Summary (Französisch)

Lead
Ce projet de recherche vise à étudier la dimension expérientielle du chemin de l'école vécue par les enfants et comment celle-ci s’inscrit dans un contexte plus large configuré par les parents, les communautés locales et les politiques éducatives. Les expériences, les conceptions et les perceptions des enfants sont analysées afin de mieux comprendre les interconnexions et les transferts entre les deux sphères principales de l'éducation des enfants : le domicile et l’école.
Lay summary

Objectifs

Combinant plusieurs perspectives disciplinaires, ce projet aborde les questions des interactions entre enfants et du jeu sur le chemin de l’école ainsi que la façon dont ils investissent la possibilité d’y agir, d’y penser et d’y décider librement. Explorant la transition entre la maison et l’école comme un tiers lieu, nous utilisons un cadre méthodologique mixte et participatif : observations, interviews mobiles, explicitation d’images. Les enquêtes se déroulent en Suisse, en comparant les zones urbaines et les zones rurales.

Fondé sur une approche inter- et transdisciplinaire, ce projet a trois objectifs interconnectés. Sa première ambition est de construire un modèle théorique pour appréhender la façon dont les enfants explorent leur environnement direct, sur la base d’une étude empirique. Son deuxième objectif est d’impliquer activement les enfants dans le processus de recherche (collecte et analyse des données), afin de proposer une contribution à la réflexion sur les méthodes de recherche transdisciplinaires sur et avec les enfants. Le troisième objectif est de fournir à la société civile une série de recommandations concrètes pour penser des chemins de l’école adaptés aux enfants (child-friendly).

Contexte scientifique et sociétal

Ce projet s’ancre dans les domaines des études de l’enfance et des droits de l’enfant. Plusieurs points de vue disciplinaires sont mobilisés, tels que la sociologie, l’anthropologie, la psychologie et les sciences de l’éducation. Compte tenu de la nature interdisciplinaire du projet, ses développements théoriques et ses données empiriques sont susceptibles d’intéresser aussi bien le monde académique (chercheurs, enseignants et étudiants) que la société civile (directeurs d’école, enseignants, parents, politiques, etc.).

Direktlink auf Lay Summary Letzte Aktualisierung: 04.07.2017

Verantw. Gesuchsteller/in und weitere Gesuchstellende

Mitarbeitende

Abstract

Families and schools are highly influential in structuring childhood just as much as children influence their families and the schools they attend. Much attention has focused, in recent years, on the interdependence of these spheres and the agency of children is commonly recognised, both scientifically and legally. However, less is known about how children transit from one sphere to another and how this gap in-between these different spaces also shapes childhood, as well as families and schools. A few studies have been conducted on the way to and from school and have provided powerful but sometimes disjointed data on its geographical and historical dimensions as well as on the psychological, social and physical abilities children develop or do not develop while journeying to school. Research lacks inter-/transdisciplinary approaches and integrative concepts to better apprehend children’s realities.This research project aims to study children’s actual experiences of their daily journey to and from school, within a larger network that brings together adults of local communities and education policies. Empirical studies of children’s experiences, conceptions and perceptions of their way to and from school will be undertaken to better understand the interconnexions and the transversality that come into play when ones cracks open the binary between the child’s two main educational spheres by analysing the time and space in-between. The journey to school as a third place is a theoretical standpoint allowing for further exploration of the ways children evolve (e.g. live, socialise, learn, etc.) in interstitial and non-entirely adult-governed spaces. It also emphasizes children’s creativity with regard to finding new modes of interaction, social organisation and ways of dealing with their environment. Rooted in the interdisciplinary fields of Childhood and Children’s Rights Studies, this project aims to address the following research questions, combining various disciplinary perspectives, such as sociology, anthropology, psychology and educational sciences: How do children interact and play on the way to and from school? How do children invest the possibility of acting and thinking independently and make free decisions? To what extent and under what conditions is the transition to and from home to school a third place for children? In order to answer these questions, we plan to use a mixed and participatory methodological framework, already field-tested in three coordinated pilot studies: observations, mobile interviews, picture elicitation (drawing and photographs). Investigations will take place in Switzerland, comparing urban and more rural areas. Based on an inter- and transdisciplinary approach, this project proposes three interlinked goals integrating various disciplinary views as well as those of the relevant stakeholders. Its first ambition is to build a theoretical and interdisciplinary model of children’s explorations of their direct environment on the basis of an empirical study on children’s daily journey to and from school. Its second goal is to actively involve children in the research process (data collection and data analysis), in order to provide an empirically based and ethical contribution to the flourishing literature on research with children as well as that on transdisciplinary participatory research. Its third impact-oriented aim is to provide the civil society with a series of recommendations theoretically and empirically grounded in order to allow families, communities and schools to reflect on and envision child-friendly journeys to school for and with children.
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