Towards a more participatory fulfilment of young children's rights in early learning settings: unpacking universalist ideals in India, Scotland and the EU

Caralyn Blaisdell, John M. Davis, Vinnarasan Aruldoss, Lynn McNair

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

While investment in early learning may seem to offer a pathway to the fulfilment of children’s rights, in this chapter we argue that the how of that fulfilment is often deeply problematic, particularly in terms of participation rights. Drawing on empirical projects conducted in Scotland, India, and the EU, we offer examples of children’s lived experience within pedagogies informed by universalist ideals. Regimes of standardisation and universalism, though claiming to improve the quality of early experiences, do not address the lived, culturally sensitive reality of rights for children, families and caregivers. In fact, children’s participation rights may particularly suffer when standardised solutions are imposed.

Throughout the chapter, we argue that children’s right to education is not a neutral endeavour. Instead, participation rights are lived by children in relational contexts of power, bodily and moral discipline, resistance, and reflexivity. We hope that by making these tensions and successes visible, others will find inspiration on a journey toward a more participatory fulfilment of children’s rights in early learning spaces, that perceives children to be leaders of their own learning and creative beings who can provide solutions to their own everyday life issues.
LanguageEnglish
Title of host publicationThe Routledge International Handbook of Young Children's Rights
EditorsJane Murray, Beth Blue Swadener, Kylie Smith
Place of PublicationAbingdon
Chapter32
Publication statusPublished - 4 Nov 2019

Fingerprint

children's rights
EU
India
learning
participation
universalism
reflexivity
caregiver
everyday life
experience
regime
leader
education

Keywords

  • young children's rights
  • early learning
  • India
  • Scotland
  • EU

Cite this

Blaisdell, C., Davis, J. M., Aruldoss, V., & McNair, L. (2019). Towards a more participatory fulfilment of young children's rights in early learning settings: unpacking universalist ideals in India, Scotland and the EU. In J. Murray, B. Blue Swadener, & K. Smith (Eds.), The Routledge International Handbook of Young Children's Rights Abingdon.
Blaisdell, Caralyn ; Davis, John M. ; Aruldoss, Vinnarasan ; McNair, Lynn. / Towards a more participatory fulfilment of young children's rights in early learning settings : unpacking universalist ideals in India, Scotland and the EU. The Routledge International Handbook of Young Children's Rights. editor / Jane Murray ; Beth Blue Swadener ; Kylie Smith. Abingdon, 2019.
@inbook{258681da2ba544569df2004164470e11,
title = "Towards a more participatory fulfilment of young children's rights in early learning settings: unpacking universalist ideals in India, Scotland and the EU",
abstract = "While investment in early learning may seem to offer a pathway to the fulfilment of children’s rights, in this chapter we argue that the how of that fulfilment is often deeply problematic, particularly in terms of participation rights. Drawing on empirical projects conducted in Scotland, India, and the EU, we offer examples of children’s lived experience within pedagogies informed by universalist ideals. Regimes of standardisation and universalism, though claiming to improve the quality of early experiences, do not address the lived, culturally sensitive reality of rights for children, families and caregivers. In fact, children’s participation rights may particularly suffer when standardised solutions are imposed. Throughout the chapter, we argue that children’s right to education is not a neutral endeavour. Instead, participation rights are lived by children in relational contexts of power, bodily and moral discipline, resistance, and reflexivity. We hope that by making these tensions and successes visible, others will find inspiration on a journey toward a more participatory fulfilment of children’s rights in early learning spaces, that perceives children to be leaders of their own learning and creative beings who can provide solutions to their own everyday life issues.",
keywords = "young children's rights, early learning, India, Scotland, EU",
author = "Caralyn Blaisdell and Davis, {John M.} and Vinnarasan Aruldoss and Lynn McNair",
year = "2019",
month = "11",
day = "4",
language = "English",
isbn = "9780367142018",
editor = "Jane Murray and {Blue Swadener}, Beth and Kylie Smith",
booktitle = "The Routledge International Handbook of Young Children's Rights",

}

Blaisdell, C, Davis, JM, Aruldoss, V & McNair, L 2019, Towards a more participatory fulfilment of young children's rights in early learning settings: unpacking universalist ideals in India, Scotland and the EU. in J Murray, B Blue Swadener & K Smith (eds), The Routledge International Handbook of Young Children's Rights. Abingdon.

Towards a more participatory fulfilment of young children's rights in early learning settings : unpacking universalist ideals in India, Scotland and the EU. / Blaisdell, Caralyn; Davis, John M.; Aruldoss, Vinnarasan; McNair, Lynn.

The Routledge International Handbook of Young Children's Rights. ed. / Jane Murray; Beth Blue Swadener; Kylie Smith. Abingdon, 2019.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Towards a more participatory fulfilment of young children's rights in early learning settings

T2 - unpacking universalist ideals in India, Scotland and the EU

AU - Blaisdell, Caralyn

AU - Davis, John M.

AU - Aruldoss, Vinnarasan

AU - McNair, Lynn

PY - 2019/11/4

Y1 - 2019/11/4

N2 - While investment in early learning may seem to offer a pathway to the fulfilment of children’s rights, in this chapter we argue that the how of that fulfilment is often deeply problematic, particularly in terms of participation rights. Drawing on empirical projects conducted in Scotland, India, and the EU, we offer examples of children’s lived experience within pedagogies informed by universalist ideals. Regimes of standardisation and universalism, though claiming to improve the quality of early experiences, do not address the lived, culturally sensitive reality of rights for children, families and caregivers. In fact, children’s participation rights may particularly suffer when standardised solutions are imposed. Throughout the chapter, we argue that children’s right to education is not a neutral endeavour. Instead, participation rights are lived by children in relational contexts of power, bodily and moral discipline, resistance, and reflexivity. We hope that by making these tensions and successes visible, others will find inspiration on a journey toward a more participatory fulfilment of children’s rights in early learning spaces, that perceives children to be leaders of their own learning and creative beings who can provide solutions to their own everyday life issues.

AB - While investment in early learning may seem to offer a pathway to the fulfilment of children’s rights, in this chapter we argue that the how of that fulfilment is often deeply problematic, particularly in terms of participation rights. Drawing on empirical projects conducted in Scotland, India, and the EU, we offer examples of children’s lived experience within pedagogies informed by universalist ideals. Regimes of standardisation and universalism, though claiming to improve the quality of early experiences, do not address the lived, culturally sensitive reality of rights for children, families and caregivers. In fact, children’s participation rights may particularly suffer when standardised solutions are imposed. Throughout the chapter, we argue that children’s right to education is not a neutral endeavour. Instead, participation rights are lived by children in relational contexts of power, bodily and moral discipline, resistance, and reflexivity. We hope that by making these tensions and successes visible, others will find inspiration on a journey toward a more participatory fulfilment of children’s rights in early learning spaces, that perceives children to be leaders of their own learning and creative beings who can provide solutions to their own everyday life issues.

KW - young children's rights

KW - early learning

KW - India

KW - Scotland

KW - EU

UR - https://www.routledge.com/The-Routledge-International-Handbook-of-Young-Childrens-Rights-1st-Edition/Murray-Blue-Swadener-Smith/p/book/9780367142018

M3 - Chapter

SN - 9780367142018

BT - The Routledge International Handbook of Young Children's Rights

A2 - Murray, Jane

A2 - Blue Swadener, Beth

A2 - Smith, Kylie

CY - Abingdon

ER -

Blaisdell C, Davis JM, Aruldoss V, McNair L. Towards a more participatory fulfilment of young children's rights in early learning settings: unpacking universalist ideals in India, Scotland and the EU. In Murray J, Blue Swadener B, Smith K, editors, The Routledge International Handbook of Young Children's Rights. Abingdon. 2019