Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry

Claire Cassidy, Helen Marwick, Lynn Deeney, Gillian McLean, Kirsten Rogers

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Given the key drivers around citizenship education, children’s rights, voice, and participation it is essential that all children are supported to engage in the society in which they live. This article explores how Community of Philosophical Inquiry (CoPI) might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in CoPI over a period of ten weeks. CoPI has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with CoPI and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.
LanguageEnglish
JournalEducation, Citizenship and Social Justice
Early online date3 Apr 2017
DOIs
Publication statusE-pub ahead of print - 3 Apr 2017

Fingerprint

citizenship
participation
community
practical philosophy
children's rights
education
driver
teacher
school

Keywords

  • philosophy with children
  • marginalised children
  • citizenship
  • participation
  • children’s voice

Cite this

@article{9a3a93c900084ef7a85ecf029ca0a5c3,
title = "Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry",
abstract = "Given the key drivers around citizenship education, children’s rights, voice, and participation it is essential that all children are supported to engage in the society in which they live. This article explores how Community of Philosophical Inquiry (CoPI) might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in CoPI over a period of ten weeks. CoPI has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with CoPI and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.",
keywords = "philosophy with children, marginalised children, citizenship, participation, children’s voice",
author = "Claire Cassidy and Helen Marwick and Lynn Deeney and Gillian McLean and Kirsten Rogers",
note = "This study was funded by the General Teaching Council for Scotland",
year = "2017",
month = "4",
day = "3",
doi = "10.1177/1746197917700151",
language = "English",
journal = "Education, Citizenship and Social Justice",
issn = "1746-1979",

}

Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry. / Cassidy, Claire; Marwick, Helen; Deeney, Lynn; McLean, Gillian; Rogers, Kirsten.

In: Education, Citizenship and Social Justice, 03.04.2017.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry

AU - Cassidy, Claire

AU - Marwick, Helen

AU - Deeney, Lynn

AU - McLean, Gillian

AU - Rogers, Kirsten

N1 - This study was funded by the General Teaching Council for Scotland

PY - 2017/4/3

Y1 - 2017/4/3

N2 - Given the key drivers around citizenship education, children’s rights, voice, and participation it is essential that all children are supported to engage in the society in which they live. This article explores how Community of Philosophical Inquiry (CoPI) might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in CoPI over a period of ten weeks. CoPI has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with CoPI and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.

AB - Given the key drivers around citizenship education, children’s rights, voice, and participation it is essential that all children are supported to engage in the society in which they live. This article explores how Community of Philosophical Inquiry (CoPI) might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in CoPI over a period of ten weeks. CoPI has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with CoPI and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.

KW - philosophy with children

KW - marginalised children

KW - citizenship

KW - participation

KW - children’s voice

UR - http://journals.sagepub.com/home/esj

U2 - 10.1177/1746197917700151

DO - 10.1177/1746197917700151

M3 - Article

JO - Education, Citizenship and Social Justice

T2 - Education, Citizenship and Social Justice

JF - Education, Citizenship and Social Justice

SN - 1746-1979

ER -