ABSTRACT

Increasing attention to the relationships between transitions, power, spaces, and schooling, this article explores the disjuncture between seemingly liberal concepts in transition processes and hierarchical abuse of power. This ethnographic study sought to explore the perspectives of 16 children as they transitioned from one ‘early learning and childcare centre’, Lilybank, to four Scottish primary schools. Participant observations and face-to-face interviews were conducted in the formal educational settings and children’s homes. Overall, the study found that the perspectives of children can often be silenced by educational professionals or overshadowed and undermined by procedures. Children were expected to become acquiescent as they adjusted to coercive practices that limited children’s access to spaces in the school. The results suggest a need for a commitment to listening approaches, which may encourage educationalists to become respectful and responsive to children’s transition discourses and subsequent social realities.

摘要

本文越来越关注转型、权力、空间和学校教育之间的关系，探讨了转型过程中看似自由的概念与权力等级滥用之间的脱节。这项人种学研究旨在探索 16 名儿童从Lilybank 一个“早期学习和托儿中心”过渡时的观点，到四所苏格兰小学。参与者观察和面对面访谈在正规教育环境和儿童之家进行。总体而言，该研究发现，儿童的观点往往会被教育专业人士压制或被程序掩盖和破坏。当孩子们适应限制孩子进入学校空间的强制性做法时，他们被期望变得默许。结果表明，需要致力于倾听方法，这可能会鼓励教育工作者尊重和响应儿童的过渡话语和随后的社会现实。