Specious norm or lived democracy?

The discourses of children's participation among students and professionals in education

Authors

• Eija Sevon Jyväskylän yliopisto
• Marleena Mustola Jyväskylän yliopisto
• Merja Hautakangas Jyväskylän yliopisto
• Paula Hautala Jyväskylän yliopisto
• Minna Ranta Jyväskylän yliopisto
• Eija Salonen Helsingin yliopisto
• Maarit Alasuutari Jyväskylän yliopisto

DOI: https://doi.org/10.33350/ka.107996

Keywords:

democracy, discourse analysis, the Convention on the Rights of the Child, participation, early childhood education and care

Abstract

Children’s participation is a topical issue in early childhood education as elsewhere. This study explores the discourses of participation and equality among students (n = 31) enrolled in a study programme focusing on children’s rights and participation. The data comprise individual interviews and focus-group discussions. We asked what discourses informed the student interview and discussion data on children’s participation. The analysis revealed four distinct discourses: Participation as a norm, Specious and limited participation, Lived participation as an ideal, and Escaping participation. We found that children’s participation was perceived as an unattainable norm, as limited and defined by adults and, at the same time, as lived participation, which was considered an ideal. The discourses were justified by reference to the UN Convention on the Rights of the Child, the idea of lived participation, and awareness of the position of children and of discriminatory mechanisms in society as laying the foundation for a pedagogy and societal dialogue that would enhance children’s equality of participation and lived citizenship.