This study engages with children sharing experiences of belonging at school, of receiving access and of exploring complex relationalities along shifting borders in educational spaces. Their understandings offer a magnifying glass on normativity, difference and social positions in school spaces. Through ‘flattening and folding’ with material and theoretical concepts, the authors map how qualitative data images made by children and theory constitute one another to make sense of complex relationalities discussed by children. The project desires to make sense of blurry borders that exclude children in educational contexts and to push borders in methods and ethics in research with children.

中文翻译：

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教育中的访问边界：一种针对初等教育儿童的创造性方法

这项研究让孩子们分享在学校的归属感、获得机会以及探索沿教育空间边界变化的复杂关系的经验。他们的理解为学校空间中的规范性、差异和社会地位提供了放大镜。通过对材料和理论概念的“压扁和折叠”，作者描绘了儿童制作的定性数据图像和理论如何相互构成，以理解儿童讨论的复杂关系。该项目希望理解将儿童排除在教育环境中的模糊边界，并推动儿童研究方法和伦理的边界。