Action research and democracy

This contribution explores the relationship between research and learning democracy. Action research is seen as being compatible with the orientation of educational and social work research towards social justice and democracy. Nevertheless, the history of action research is characterized by a tension between democracy and social engineering. In the social-engineering approach, action research is conceptualized as a process of innovation aimed at a specific Bildungsideal. In a democratic approach action research is seen as research based on cooperation between research and practice. However, the notion of democratic action research as opposed to social engineering action research needs to be theorized. So called democratic action research involving the implementation by the researcher of democracy as a model and as a preset goal, reduces cooperation and participation into instruments to reach this goal, and becomes a type of social engineering in itself. We argue that the relationship between action research and democracy is in the acknowledgment of the political dimension of participation: ‘a democratic relationship in which both sides exercise power and shared control over decision-making as well as interpretation’. This implies an open research design and methodology able to understand democracy as a learning process and an ongoing experiment

Provision, protection or participation? Approaches to regulating children’s television in Arab countries

One notable feature of Arab broadcasting has been the belated emergence of free-to-air channels for children. Today, with children’s channels a still-expanding feature of the Arab satellite television landscape, the region is witnessing growth in the local animation industry alongside intensified competition for child audiences through imported content and a selective squeeze on state funds. In this context the policies and rationales that inform production and acquisition of children’s content remain far from transparent, beyond occasional public rhetoric about protecting children from material that ‘breaches cultural boundaries and values’ and providing programmes that revere a perceived ‘Arab-Islamic’ heritage and preserve literary forms of the Arabic language. Attempts at promoting children’s genuine participation in Arab television have been rare. Drawing on theoretical literature that links protection and participation in the sense that children’s safety depends on their agency, this paper explores emerging guidelines developed by Arab regulators, broadcasters and others in relation to television content for children

Punishing childhoods: contradictions in children’s rights and global governance

The article considers efforts to eradicate corporal punishment as an aspect of the global governance of childhood and raises problems relevant to global governance more broadly. The article analyses contradictions in children’s rights advocacy between its universal human rights norms and implicit relativist development model. Children’s rights research is influenced by social constructivist theories, which highlight the history of childhood and childhood norms. Earlier social constructivist studies identified the concept of childhood underpinning the Convention on the Rights of the Child (CRC) as a Western construction based on Western historical experiences, which excluded the experiences of childhood in developing countries. More recent social constructivist approaches emphasise how childhood norms are constructed and therefore can be reconstructed. The article outlines problems with attempts to globalise childhood norms without globalising material development. The article discusses the softening of discipline norms in Western societies historically. It indicates problems with children’s rights advocacy seeking to eradicate the corporal punishment of children globally without globalising the material conditions, which underpin the post-industrial ideal of childhood embodied in the CRC