Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10–11‐year‐olds in the north of England as part of complexity‐informed participatory action research to consider children's participation in schools. Children and adults considered together, what schools are for, at the same time enabling children to shape spaces for participation in lesson time. The importance of recognising these spaces as dynamic intra‐subjective meeting points and of intergenerational relationships for change in schools is revealed.

中文翻译：

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孩子们改变空间，改变学校

在英国的学校中，儿童的参与仍然存在争议，那里的儿童及其社区很少有机会改变所发生的事情。本文考虑了一种原始方法，该方法与英格兰北部的一个10-11岁年龄段的儿童一起发展了代际合作调查，以此作为复杂性知情参与行动研究的一部分，以考虑儿童的入学情况。儿童和成人共同考虑了学校的目的，同时使儿童能够塑造上课时间的参与空间。揭示了将这些空间识别为动态的主观内部交汇点以及代际关系对于学校变革的重要性。