Eliciting young children’s ‘voice’ in low-income areas in England: recognising their mutuality of being

References

• Anand, P., and L. Roope. 2016. “The Development and Happiness of Very Young Children.” Social Choice & Welfare 47: 825–851..
   Web of Science ®Google Scholar
• Brooks, E., and J. Murray. 2018. “Ready, Steady, Learn: School Readiness and Children’s Voices in English Early Childhood Settings.” Education 3-13 46 (2): 143–156. doi:https://doi.org/10.1080/03004279.2016.1204335.
   Web of Science ®Google Scholar
• Burman, E. 2008. “Beyond ‘Women vs. Children’ or ‘WomenandChildren’: Engendering Childhood and Reformulating Motherhood.” International Journal of Children’s Rights 16: 177–194..
   Google Scholar
• Cannella, G. S., and R. Viruru. 2004. Childhood and Postcolonization: Power, Education, and Contemporary Practice. New York: Psychology Press. doi:https://doi.org/10.4324/9780203463536.
   Google Scholar
• Caputo, V. 2018. “‘Too Young to Wed’: Envisioning a ‘Generous Encounter’ Between Feminism and the Politics of Childhood.” In Feminism and the Politics of Childhood: Friends or Foes?, edited by R. Rosen, and K. Twamley, 201–217. London: UCL Press. doi:https://doi.org/10.14324/111.9781787350632.
   Google Scholar
• Children’s Commissioner for England. n.d. Accessed 01 December 20. https://www.childrenscommissioner.gov.uk/about-us/the-childrens-commissioner-for-england/.
   Google Scholar
• Clark, J., and S. Richards. 2017. “The Cherished Conceits of Research with Children: Does Seeking the Agentic Voice of the Child Through Participatory Methods Deliver What It Promises?” In Researching Children and Youth: Methodological Issues, Strategies, and Innovations (Sociological Studies of Children and Youth, Volume 22), edited by Ingrid E. Castro, Melissa Swauger, and Brent Harger, 127–147. Bingley: Emerald Publishing Limited. doi:https://doi.org/10.1108/S1537-466120180000022007.
   Google Scholar
• CRAE (Children’s Rights Alliance for England). n.d. Accessed 01 December 20. http://www.crae.org.uk/.
   Google Scholar
• Crivello, G., and P. Espinoza-Revello. 2018. “Care Labour as Temporal Vulnerability in Woman-Child Relations.” In Feminism and the Politics of Childhood: Friends or Foes?, edited by R. Rosen, and K. Twamley, 201–217. London: UCL Press. doi:https://doi.org/10.14324/111.9781787350632.
   Google Scholar
• DfE and DoH (Department for Education and Department of Health). 2015. Special educational needs and disability code of practice: 0-25 years. Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities, January 2015. London: Crown copyright. Accessed 01 December 20. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
   Google Scholar
• DfE (Department for Education). 2014. Listening to and Involving Children and Young People. Accessed 01 December 20. https://dera.ioe.ac.uk/19522/1/Listening_to_and_involving_chidren_and_young_people.pdf.
   Google Scholar
• DfE (Department for Education). 2017. The Statutory Framework for the English Early Years Foundation Stage. London: Crown copyright. Accessed 01 December 20. https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf.
   Google Scholar
• Fram, S. M. 2013. “The Constant Comparative Analysis Method Outside of Grounded Theory.” The Qualitative Report 18 (1): 1–25. Accessed 01 December 20. https://core.ac.uk/download/pdf/51086719.pdf.
   Google Scholar
• Geertz, C. 1983. “From the Native’s Point of View: On the Nature of Anthropological Knowledge.” In Local Knowledge: Further Essays in Interpretive Anthropology, edited by C. Geertz, 55–70. New York: Basic Books.
   Google Scholar
• Gewirtz, S. 1998. “Conceptualising Social Justice in Education: Mapping the Territory.” Journal of Education Policy 13 (4): 469–484.
   Google Scholar
• Kraftl, P. 2013. “Beyond ‘Voice’, Beyond ‘Agency’, Beyond ‘Politics’? Hybrid Childhoods and Some Critical Reflections on Children’s Emotional Geographies.” Journal of Emotion, Space and Society 9: 13–23..
   Web of Science ®Google Scholar
• Lewis, A. 2009. “Silence in the Context of ‘Child Voice’.” Children & Society 24 (1): 14–23..
   Web of Science ®Google Scholar
• Lister, R. 2004. Poverty. Cambridge: Polity Press.
   Google Scholar
• Lyon, C. M. 2007. “Interrogating the Concentration on the UNCRC Instead of the ECHR in the Development of Children's Rights in England?” Children & Society 21: 147–153..
   Google Scholar
• Nussbaum, M. C. 2013. Creating Capabilities: The Human Development Approach. Cambridge: Mass: Harvard University Press.
   Google Scholar
• Rawls, J. 1971. A Theory of Justice. Cambridge: Harvard University Press.
   Google Scholar
• Richardson, H. 2020. “Education Secretary ‘unlawfully scrapped children’s rights’” BBC News, 24th November, 2020. https://www.bbc.co.uk/news/education-55057126.
   Google Scholar
• Robeyns, I. 2003. The Capability Approach: An Interdisciplinary Introduction, University of Amsterdam. Accessed 3 May 2016. https://www.academia.edu/621260/The_capability_approach_an_interdisciplinary_introduction.
   Google Scholar
• Sahlins, M. 2013. What Kinship Is – And Is Not. Chicago: University of Chicago Press.
   Google Scholar
• Scottish Government. 2020. Incorporating the United Nations Convention on the Rights of the Child into Domestic Law in Scotland Working Group: summary report. 27th July, 2020. Crown copyright. Accessed 01 December 20220. https://www.gov.scot/publications/incorporating-united-nations-convention-rights-child-domestic-law-scotland-working-group-summary-report/pages/3/.
   Google Scholar
• Sen, A. K. 1999. Development as Freedom. Oxford: Oxford University Press.
   Google Scholar
• Simpson, D., S. Loughran, E. Lumsden, P. Mazzocco, R. McDowall Clark, and C. Winterbottom. 2017. “Seen but not Heard’. Practitioners Work with Poverty and the Organising out of Disadvantaged Children’s Voices and Participation in the Early Years.” European Early Childhood Education Research Journal 25 (2): 177–188..
   Web of Science ®Google Scholar
• Smith, A. 1776. An Enquiry Into the Nature and Causes of the Wealth of Nations. London: Electric Book Company.
   Google Scholar
• Street, M. 2021. “Benefits and Limitations of Eliciting the Well-Being Views of two-Four Year Olds Living in a low-Income Area in England.” Child Indicators Research 14: 661–680.
   Web of Science ®Google Scholar
• Street, M. 2021. “Theorising Child Well-Being: Towards a Framework for Analysing Early Childhood Education Policy in England.” The Journal of Early Childhood Research 19 (2 ): 211–224.
   Web of Science ®Google Scholar
• Street, M. 2021. “Society’s Readiness: How Relational Approaches to Well-Being Could Support Young Children’s Educational Achievement in High-Poverty Contexts.” Children & Society 35 (5): 736–751. doi:https://doi.org/10.1111/chso.12445.
   Web of Science ®Google Scholar
• Taylor, A., V. Pacinini-Ketchabaw, and M. Blaise. 2012. “Children’s Relations to the More-Than-Human World.” Contemporary Issues in Early Childhood 13 (2): 81–85. doi:https://doi.org/10.2304/2Fciec.2012.13.2.81.
   Google Scholar
• Te One, S., R. Blaikie, M. Egan-Bitran, and Z. Henley. 2014. “You Can Ask Me If You Really Want to Know What I Think.” Educational Philosophy and Theory 46 (9): 1052–1068..
   Web of Science ®Google Scholar
• Twum-Danso Imoh, A. 2013. “Children’s Perceptions of Physical Punishment in Ghana and the Implications for Children’s Rights.” Childhood (copenhagen, Denmark) 20 (4): 472–486..
   Web of Science ®Google Scholar
• UN Commission on Human Rights. 1990. Convention on the Rights of the Child., 7 March 1990, E/CN.4/RES/1990/74. Accessed 10 April 2002. https://digitallibrary.un.org/record/91224?ln=en.
   Google Scholar
• White, S. C. 2015. Relational Wellbeing: A Theoretical and Operational Approach, Centre for development Studies, University of Bath. Accessed 01 December 20220. https://researchportal.bath.ac.uk/en/publications/relational-wellbeing-a-theoretical-and-operational-approach-2.
   Google Scholar