Van Lopik, William (2012). Traditional Ecological Knowledge in the Tribal College Classroom. Journal of Environmental Studies and Sciences, v2 n4 p341-345 Nov. The college classroom at a tribal college offers a dynamic perspective on the discussion of traditional ecological knowledge. It provides a unique view because it is one of the very few settings in higher education where the majority of students in the class are American Indian. It is here where traditional ecological knowledge should become tangible, practical, and embraced. It is evident when students talk about their culture and spiritual practices. It is shown when they relate stories that their grandparents have passed down to them over the years. It is evident when they share their experiences of spending time in the forest and interacting with the land as if it was their best friend. My experience as a non-native instructor at the College of Menominee Nation in northern Wisconsin over the past 10 years has provided me with not only an appreciation for traditional ecological knowledge, but actually an understanding for how it is essential in the global study of environmental… [Direct]

Boyes, Mike; Brown, Mike; Cosgriff, Marg; Irwin, Dave; Legge, Maureen; Zink, Robyn (2012). Outdoor Learning in Aotearoa New Zealand: Voices Past, Present, and Future. Journal of Adventure Education and Outdoor Learning, v12 n3 p221-235. Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging "local" voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society. (Contains 11 notes.)… [Direct]

Matsumoto, Karen; Wiener, Carlie S. (2014). Ecosystem Pen Pals: Using Place-Based Marine Science and Culture to Connect Students. Journal of Geoscience Education, v62 n1 p41-48 Feb. The marine environment provides a unique context for students to explore both natural and cultural connections. This paper reports preliminary findings on Ecosystem Pen Pals, an ocean literacy program for 4th and 5th graders focused on using a pen pal model for integrating traditional ecological knowledge into marine science. Surveys with open-ended response and differential rating scales on student and teacher perceptions are used to share findings from the preliminary pen pal program. Results demonstrate increased respect and appreciation amongst students for their local environment and culture, as well as new interest in the marine environment. Changes in student perceptions are shown as a result of the new connections made amongst Pacific Rim students from different ecosystems and cultural communities, including Hawaii and the Washington coast. This project was developed as a pilot program to support expository writing skills, understanding of traditional learning systems, and… [PDF]

Dempster, Neil; Johnson, Greer; McKenzie, Lynanne (2013). The Principals as Literacy Leaders with Indigenous Communities: Professional Learning and Research. Journal of Education for Teaching: International Research and Pedagogy, v39 n4 p457-458. The vast proportion of Australia's Indigenous students are represented persistently as well below the national benchmarks for literacy and numeracy. Recent national school-based research and development projects, funded by the Australian Government's "Closing the Gap" strategy, have again targeted improving Indigenous students' literacy and numeracy performance. This paper reports on the "Principals as Literacy Leaders with Indigenous Communities" project or PALLIC (2011-2013). It targets new knowledge about what works for Indigenous students learning to read and involves research and development in 48 nominated schools with medium to high Indigenous student enrollments in Queensland, the Northern Territory and South Australia. The paper describes PALLIC's four professional development modules as well as research into three key questions accompanying the PALLIC project…. [Direct]

Riffel, Alvin Daniel (2015). An Insight into a School's Readiness to Implement a CAPS Related Indigenous Knowledge Curriculum for Meteorological Sciences. Universal Journal of Educational Research, v3 n11 p906-916. This paper looks at those aspects of Indigenous Knowledge (IK) that are socially and culturally relevant in South Africa for teaching meteorological science concepts in a grade 9 geography class room using dialogical argumentation as an instructional model (DAIM). Focusing on the Western Cape Province, and using a quasi-experimental research design model, the study employed both quantitative and qualitative (mixed methods) to collect data in a public secondary school in Cape Town, in the Western Cape Province. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the DAIM intervention, and recorded differences like: responses to the DAIM method of teaching/learning; learner performance (scores in the post MLT test); depth of learners' understanding about weather/meteorological concepts; their perceptions/attitudes towards Geography–between this group and a control group which had no intervention. Learners from the two groups… [PDF]

Lee, Chih-Yih; Sparks, Paul (2015). Patterns of Indigenous Learning: An Ethnographic Study on How Kindergartners Learn in Mana, Fiji. FIRE: Forum for International Research in Education, v2 n1 Article 4 p33-46. Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data for a larger study examining the evolution of learning patterns after iPads were introduced to the Mana school. Data were examined through two frameworks: Multiple Intelligence and 21st Century Skills during the baseline study; the same two frameworks will be utilized in the next round of data analysis. A comparative analysis will finally be conducted after the summer of 2015. Approval and support from three Fijian ministries was acquired for this study…. [PDF]

Turner, Caroline S. (2015). Lessons from the Field: Cultivating Nurturing Environments in Higher Education. Review of Higher Education, v38 n3 p333-358 Spr. This article explores how a scholarly learning journey, as a student and faculty member, brings one back to an understanding of the value of knowledge gained in one's home community, and provides insight on how to foster settings for others to cultivate knowledge…. [Direct]

Commins, Nancy L. (2014). Supporting Bilingual Learners and Their Families: Key Understandings for Pre-Service Teachers and the Institutions That Prepare Them. Association of Mexican American Educators Journal, v8 n1 p102-111. An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families' languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students. Part of the asset orientation that must be fostered in new teachers is the understanding that primary or home language development contributes to both the academic success of children and the well-being of linguistically and culturally diverse communities as a whole. The article provides specific examples of understandings that preparation programs can instill in new teachers so that they come to see community outreach as essential to creating a positive and supportive school environment for all learners…. [Direct]

Cherubini, Lorenzo; Hodson, Janie; Kitchen, Julian; Trudeau, Lyn (2010). Weeding out or Developing Capacity? Challenges for Aboriginal Teacher Education. Alberta Journal of Educational Research, v56 n2 p104-123 Sum. Teacher education is critical to the development of Aboriginal teachers able to ensure success among Aboriginal learners and contribute to the preservation and renewal of Aboriginal communities. In a series of talking circles, six beginning Aboriginal teachers discussed their teacher preparation and their first years of practice. They expressed concerns about teacher training programs that they regarded as assimilationist and a need for teacher education that helps Aboriginal teachers examine their individual and cultural identities in order to become effective teachers. Tribal Critical Race Theory (TribalCrit) is used as a discursive framework for critiquing existing approaches and offering culturally responsive alternatives…. [Direct]

Johnson, Michele K. (2014). Ya??tm√≠n Cqw?lqwilt Nixw, Ul Nixw, Ul Nixw, "I Need to Speak More, and More, and More": Okanagan-Colville (Interior Salish) Indigenous Second-Language Learners Share Our Filmed Narratives. Language Documentation & Conservation, v8 p136-167. way', iskw√≠st, "my name is", S?√≠mla?xw, and I am from Penticton BC, Canada. kn sqilxw. I am a Syilx (Okanagan, Interior Salish) adult language learner. My cohort and I are midway in our language transformation to become proficient speakers. Our names are Pras√°t, S?√≠mla?xw, C'?r?tups, X?wn√°mx?wnam, Sta?qw√°lqs, and our Elder, S?amt√≠c'a?. We created an adult immersion house, deep in Syilx territory, and lived and studied together for five months. We combined intensive curricular study, cutting-edge second-language acquisition techniques, filmed assessments, and immersion with our Elder. We emerged transformed–we are n'l?qwcin, "clear speakers", speaking at an intermediate level. There has been very little written about assessment of Indigenous language teaching methods or Indigenous language speaking ability, and much less written about filmed learning and assessment. Three films were created in our language, nqilxwcn, and placed on YouTube. The films give primacy… [Direct]

Whitley, Jessica (2014). Supporting Educational Success for Aboriginal Students: Identifying Key Influences. McGill Journal of Education, v49 n1 p155-181. The academic difficulties experienced by many Aboriginal (First Nations, M√©tis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner's (1995) "Bioecological Model." The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success…. [Direct]

Chosa, Carnell T.; Huaman, Elizabeth Sumida; Martin, Nathan D. (2016). "Stay with Your Words": Indigenous Youth, Local Policy, and the Work of Language Fortification. Education Policy Analysis Archives, v24 n52 May. This article focuses on the work of cultural and language maintenance and fortification with Indigenous youth populations. Here, the idea of work represents two strands of thought: first, research that is partnered with Indigenous youth-serving institutions and that prioritizes Indigenous youth perspectives; and second, the work of cultural and linguistic engagement that is often taken for granted as part of the sociocultural fabric of Indigenous communities where youth are active participants. By highlighting a study with Pueblo Indian youth in the southwestern United States, we aim to build on the counter-narrative frameworks of other educational scholars and community-based researchers in order to offer alternative approaches towards understanding how Indigenous youth can and do participate in representing themselves as cultural and language agents of change. Arriving at this realization requires several key steps, including deconstructing dominant assumptions, holding ourselves… [PDF]

Hogue, Michelle M. (2014). Let's Do It First and Talk about It Later: Rethinking Post-Secondary Science Teaching for Aboriginal Learners. in education, v19 n3 p137-151 Spr. As an oral culture, Aboriginal ways of knowing and learning come through practice and practical application first, rather than through theory or text. For Aboriginal students, the Western methodological approach to learning theory first, poses a counterintuitive near insurmountable roadblock, particularly in science. This paper presents the results of two successful pilot course offerings of an introductory chemistry course in a First Nations' Transition Program; a course that engaged Aboriginal students in a creative, hands-on, practical way. The medicine wheel, in the context of the four seasons (spring, summer, autumn, and winter), is used as the frame to teach chemistry concepts from an Aboriginal cultural lens and beginning with hands-on methodology to establish context and develop experience before bridging to Western theory…. [PDF]

Kirkhart, Karen E.; LaFrance, Joan; Nichols, Richard (2012). Culture Writes the Script: On the Centrality of Context in Indigenous Evaluation. New Directions for Evaluation, n135 p59-74 Fall. Context grounds all aspects of indigenous evaluation. From an indigenous evaluation framework (IEF), programs are understood within their relationship to place, setting, and community, and evaluations are planned, undertaken, and validated in relation to cultural context. This chapter describes and explains fundamental elements of IEF epistemology and method and gives several examples of these elements from evaluations in American Indian communities. IEF underscores the importance of putting context ahead of method choice and suggests that context exerts an even greater impact than previously recognized. (Contains 1 figure and 1 note.)… [Direct]

Cooper, Thomas; Miller, Jodie; Warren, Elizabeth (2012). Repeating Patterns: Strategies to Assist Young Students to Generalise the Mathematical Structure. Australasian Journal of Early Childhood, v37 n3 p111-120 Sep. This paper focuses on very young students' ability to engage in repeating pattern tasks and identifying strategies that assist them to ascertain the structure of the pattern. It describes results of a study which is part of the Early Years Generalising Project (EYGP) and involves Australian students in Years 1 to 4 (ages 5-10). This paper reports on the results from the early years' cohort (Year 1 and 2 students). Clinical interviews were used to collect data concerning students' ability to determine elements in different positions when two units of a repeating pattern were shown. This meant that students were required to identify the multiplicative structure of the pattern. Results indicate there are particular strategies that assist students to predict these elements, and there appears to be a hierarchy of pattern activities that help students to understand the structure of repeating patterns. (Contains 9 tables.)… [Direct]

Beamer, Kate; Connell, Lynn; Kawalilak, Colleen; Wells, Noella (2012). E-Learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities. College Quarterly, v15 n2 Spr. This exploratory qualitative study focused on 1) the learning needs of Aboriginal adult learners residing in selected First Nations communities in rural Alberta and 2) the potential for increasing access to e-learning education. Through open dialogue with First Nations community leaders, Aboriginal adult learners, and Aboriginal and non-Aboriginal adult educators, four key themes emerged from the data: 1) Building Capacity: Onsite Education, 2) Success Factors: Needs and Perspectives, 3) Relationships and Learning: The Human Factor, and 4) Technology: Bridges and Barriers. Recommendations, in response to findings are included. (Contains 1 figure and 1 endnote.)… [PDF]

Letsekha, Tebello; Meyiwa, Thenjiwe; Wiebesiek, Lisa (2013). "Masihambisane," Lessons Learnt Using Participatory Indigenous Knowledge Research Approaches in a School-Based Collaborative Project of the Eastern Cape. South African Journal of Education, v33 n4 Article 845. "Masihambisane" is an Nguni word, loosely meaning "let us walk the path together." The symbolic act of walking together is conceptually at the heart of a funded research project conducted in rural schools of Cofimvaba in the Eastern Cape. The project focuses on promoting the direct participation of teachers in planning, researching, and developing learning and teaching materials (LTSMs), with a view to aligning these materials with indigenous and local knowledge. In this paper we make explicit our learning, and the manner in which we carried out the collaborated research activities, using the "Reflect" process…. [PDF]

Edmonds-Wathen, Cris (2013). Great Expectations: Teaching Mathematics in English to Indigenous Language Speaking Students. Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013). Effective mathematics teaching for Indigenous language speaking students, currently the lowest achieving group in Australia, needs to be based on fair expectations of both students and teachers. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers' decisions regarding level of mathematics curriculum taught were informed by students' prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught…. [PDF]

Yue, Anthony R. (2011). An Existentialist in Iqaluit: Existentialism and Reflexivity Informing Pedagogy in the Canadian North. Journal of Management Education, v35 n1 p119-137 Feb. Reflecting on the personal experience of teaching human resource management in the Canadian Arctic, the author explores the utility of an existentialist approach to pedagogy. The author outlines select aspects of existentialism that are pertinent to the teaching and discusses the implications of using reflexive existential thought as guidance in a specific educational context. The author's aim is to extend the dialogue concerning freedom and pedagogy using existentialism as a mechanism to navigate the implications of such. (Contains 1 note.)… [Direct]

Wiggins, Jackie (2011). Vulnerability and Agency in Being and Becoming a Musician. Music Education Research, v13 n4 p355-367. From the work of sociocultural theorists like Rogoff (1990), Vygotsky (1978) and Wenger (1998), it is widely understood that learning is an act of the individual resulting from experience in a sociocultural context. Within this context, following Dewey (1998), learners need to take an active role, engaging and constructing their own understanding. For learners to take this active role, they need to feel a sense of personal agency which Bruner (1996) describes as a \sense that one can initiate and carry out activities on one's own\ linked to aspiration, confidence, optimism, skill and know-how. Since learning involves venturing into the unknown or less known, risk-taking is intrinsic to the process. Taking risks places learners in a vulnerable position, which is why a safe and supportive learning environment is so essential for empowering learners. In this paper, the author explores the interaction between vulnerability and agency in experiences of being and becoming a musician. She… [Direct]

Ryan, John Charles (2012). CCA 3101/4101 Environmental Humanities: The History of a Unit through an Ecopedagogical Lens. Online Submission, US-China Education Review B 12 p1013-1020. In 2011 the author taught, for the first time, the well-established unit CCA3101/4101 Environmental Humanities in the School of Communications and Arts at ECU (Edith Cowan University) in Western Australia. The unit has a 20-year history through associate professor Rod Giblett and parallels the development of the environmental humanities as a field in Australia, advanced since the 1990s by environmental scholars Deborah Bird Rose, Val Plumwood, Libby Robin, and Rod Giblett. The interdisciplinary field represents growing scholarly interest in the ecological aspects of humanities disciplines–including literature, visual arts, theology, philosophy, and cultural studies–and the development of humanities-based approaches for addressing environmental problems. In this paper, the author argues that the CCA3101/4101 unit is a key ecopedagogical resource, particularly with regard to ECU's recent development of sustainability as a core institutional value. The ecopedagogical principle of… [PDF]

Rahman, Kiara (2013). Belonging and Learning to Belong in School: The Implications of the Hidden Curriculum for Indigenous Students. Discourse: Studies in the Cultural Politics of Education, v34 n5 p660-672. This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the "white" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students "… need to feel that schools belong to them as much as any child" and that to "… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom." This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school…. [Direct]

Abrams, Eleanor; Kidman, Joanna; McRae, Hiria (2011). Imaginary Subjects: School Science, Indigenous Students, and Knowledge-Power Relations. British Journal of Sociology of Education, v32 n2 p203-220 Mar. The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or "relevant" to students from indigenous or minority groups. In this paper the findings of a study conducted with indigenous Maori children between the ages of 10 and 12 years are discussed. The purpose of the study was to examine the ways that indigenous children in an urban school environment in New Zealand position themselves in relation to school science. Drawing on the work of Basil Bernstein, we argue that although the interplay between emergent cultural identity narratives and the formation of "science selves" is not as yet fully understood, it carries the potential to open a rich seam of learning for indigenous children. (Contains 1 note.)… [Direct]

Norris, Julian (2011). Crossing the Threshold Mindfully: Exploring Rites of Passage Models in Adventure Therapy. Journal of Adventure Education and Outdoor Learning, v11 n2 p109-126. Rites of passage models, drawing from ethnographic descriptions of ritualized transition, are widespread in adventure therapy programmes. However, critical literature suggests that: (a) contemporary rites of passage models derive from a selective and sometimes misleading use of ethnographic materials, and (b) the appropriation of initiatory practices and motifs out of the cultural contexts from which they emerged may be both unethical and ineffective. This paper explores the origins and applications of rites of passage models in adventure therapy, and discusses some of the central critical questions around their use. It challenges the simplistic use of complex cultural processes and offers some guidelines for the ethical and practical integration of such models in service of therapeutic outcomes. (Contains 7 notes.)… [Direct]

Olgac, Christina Rodell; von Bromssen, Kerstin (2010). Intercultural Education in Sweden through the Lenses of the National Minorities and of Religious Education. Intercultural Education, v21 n2 p121-135 Apr. The aim of this paper is to discuss two perspectives in relation to intercultural education and diversity in Sweden. One of the perspectives concerns the historical and current situation of the five Swedish national minorities with a special focus on education. The second perspective is related to religious diversity and education, as connected to an increasingly democratic, plural and inclusive society. Both perspectives are highly relevant when analysing intercultural education in a specific national context. The last section highlights two main discourses which have been predominant during the last century in relation to education and diversity in Sweden. (Contains 13 notes.)… [Direct]

Hongcheng, Shen; Minhui, Qian (2010). The Other in Education: The Distance between School Education and Local Culture. Chinese Education and Society, v43 n5 p47-61 Sep-Oct. By means of an investigation into the school education of the Dai people in Dehong, Yunnan province, this article expounds on the interactive relationship between modern education and local culture and the problems of cultural adaptation among ethnic minority students. School education, as a symbol of state power, always endeavors to transform internal Others into modern citizens. It devises a closed venue and separates students from everyday life situations to place them in a system of abstract knowledge. In local culture, however, students form practical knowledge in the course of enculturation. Due to the sustained expansion of modernity, an unequal power relationship is formed between abstract knowledge and practical knowledge. Meanwhile, school education is subject to constant parental queries, causing difficulties in cultural adaptation for Dai students. The article points out in conclusion that ethnic education should avoid creating doubly marginalized persons. (Contains 1… [Direct]

Ebrahim, Hasina (2012). Tensions in Incorporating Global Childhood with Early Childhood Programs: The Case of South Africa. Australasian Journal of Early Childhood, v37 n3 p80-86 Sep. Global childhood as a concept privileges western ideals of how young children experience growing up, how adults educate them, and how priorities are set for them. Ways of knowing and doing early childhood are backed by Euro-American knowledge, international conventions and scientific evidence which gives a semblance of the truths for intervening in the lives of children and their families in the majority of the world. The real conditions of young children's lives, the complexity and diversity of early childhood in the majority world require engagement with the plural concept of multiple childhoods. The recognition of the latter is creating greater focus on the versions of childhood informed by local conditions in the majority world. This article foregrounds the complex ideas and practices which form an integral part of how people shape early childhoods in the majority world. South Africa is an ideal example of how the political, economic and cultural context shaped and continues to… [Direct]

Gilmon, Margaret E. (2012). Cultural Diversity and the Experiences of Alaska Native Nursing Students. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. The purpose of this ethnonursing research study was to discover, describe, and systematically analyze the care expressions, practices, and patterns of Alaska Native nurses within the context of their nursing school experience. The goals of this study were to identify generic and professional care factors that promote the academic success of Alaska Native students and to explore how these factors might affect culturally congruent education within the classroom. Seven major themes were discovered: (a) Alaska Native nursing students' self-care is linked to addressing the need for family; (b) to Alaska Native nurses and the nurse educators teaching them, communication is a universal need with cultural diversity; (c) Alaska Native nursing students are stressed by living in two worlds; (d) Alaska Native nursing students experience culturally non-congruent and non-caring events in the classroom; (e) nurse educators who promote the success of Alaska Native nursing students value and respect… [Direct]

(2015). Ministry of Education 2015/16 Annual Service Plan Report. British Columbia Ministry of Education This Annual Service Plan Report discusses the results related to measures in the Ministry of Education's 2015/16-2017/18 Service Plan. Work within the Ministry is driven by the Minister's Mandate Letter, aligning with government's strategic mandate and the Ministry's goals, objectives, and strategies. Comparing performance against these principles and priorities helps to inform strategic decision-making at the Minister level. Each year, the Ministry is provided with key accountabilities that are outlined in the Minister's Mandate Letter from the Premier. The 2014 mandate letter informed the planning process for the 2015/16 Service Plan, and the Ministry of Education has made significant accomplishments with regard to its 2015/16 fiscal year priorities. This year's Annual Service Plan Report provides: (1) Minister's Message and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction and Context; (4) Report on Performance; and (5) Financial Report…. [PDF]

Kubow, Patricia K.; Ulm, Jessica (2015). South African Schoolchildren's Voices on Democratic Belonging, Being, and Becoming. Educational Practice and Theory, v37 n1 p19-44. This article examines the meanings ascribed to democracy by 74 township children in primary and intermediate schools outside Cape Town. The Xhosa children's racial and historical accounts form the qualitative substance to postulate democracy as "ubuntu" (respect). Embedded in a 'struggle for recognition', democratic belonging, being, and becoming is understood in relation to the speech acts of children and informed by Honneth's theory of recognition (love, rights, and solidarity). This case study is a move toward a theory of child voice that views children as not merely produced by schools but as active constructors of the democratic identities they hold…. [Direct]