Wellbeing as a process of accrual: Beyond subjectivity and beyond the moment

Although the notion of wellbeing is popular in contemporary literature, it is variously interpreted and has no common definition. Such inconsistencies in definition have particular relevance when considering wellbeing programs designed for children. By developing a broader conceptualisation of wellbeing and its key elements, the range of programs and services developed in the name of wellbeing will achieve a more consistent cross-disciplinary focus to ensure that the needs of the individual, including children, can more accurately be addressed. This paper presents a new perspective on conceptualising wellbeing. The authors argue that conceptualising wellbeing as an accrued process has particular relevance for both adults and children. A definition for accrued wellbeing is presented in an attempt to address some of the current deficiencies in existing understandings of an already complicated construct. The potential for the ideas presented when considering wellbeing as a process of accrual may have further application when considered beyond childhood

Empowering the disempowered through voice-inclusive practice: Children's views on adult-centric educational provision

The United Nations Convention on the Rights of the Child provides a significant platform to include children’s views on issues that affect their lives, yet, in many contexts, particularly in educational practice, children’s perspectives continue to be irregularly sought and are rarely acted upon. By providing children’s perspectives on what they would like adults to know, this article explores a unique view of childhood and the interactions with family, community, educational experiences and well-being. The children’s insights about their worlds that they feel adults are missing potentiate the development and incorporation of voice-inclusive practice. While the sense that each child makes of their Lebenswelt – the ‘ingredients’ – is idiosyncratic and will be influenced by many factors, including peers, teachers, parents, other adults and the media, it is the nature of this personal understanding that is poorly understood, and consequently ignored by adults. By exploring the commentary of more than 1000 children across five countries – Australia, England, New Zealand, Italy and Sweden – this research reveals an overwhelming collection of what the authors describe as ‘comments that rhyme’ in terms of the identification of expressed sentiment and thematic representations of their perspectives

Towards voice-inclusive practice: finding the sustainability of participation in realising the child's rights in education

The United Nations Convention on the Rights of the Child offers educators a comprehensive reference for the implementation of transformational teaching practices. Ratified by most nation states it presents a clear mandate for supporting a range of rights uniquely elaborated for children, yet is routinely ignored in the development of educational policy and provision. Considering the burgeoning educational interest in student voice and participation, this study explores the relevance and application of the convention to educational practice. This article argues that the UNCRC is particularly relevant in education contexts seeking to enable and sustain child participation and voice

Adults' Perspective on Tweens' Capacities: Participation or Protection?

Childhood, its stages, purpose and duration are matters of ongoing debate in many contemporary societies. Much of the debate centres on the interpretations of childhood as a time of being, becoming or a combination of both, with the varying perspectives compounded by the rapidly evolving information age of the 21st century that offer children access to more unregulated information from multiple sources than at any time in history. As such, the adult community is confronted by a conundrum: prepare children for their future or preserve childhood as a time romanticised and defined by freedom and carefree living. In order to advance a policy and research agenda, whereby adults and children can share their expertise, a clear understanding of the contemporary societal view of childhood is necessary. This paper presents the views of a range of adults regarding children between the ages of 8 and 12 years old, the tween years

Australian Children: Locally Secure, Globally Afraid?

Australia can be described as a modern, technologically advanced and wealthy Western society that holds a somewhat confused place in the global community. Australians consider themselves to be active global citizens and as such enjoy participation in discourses regarding world futures, politics, environmental sustainability and terrorism. While Australian governments have forged strong international alliances, the rest of the world is often accused of largely ignoring the Australian 'position' on key issues. However, in geographic terms, Australia is a long way from everywhere. Even with this relative remoteness of their place in the world, Australians are regularly confronted with images and information of issues a long way from home

The imperative of realising the child’s right to an education of substance

The actualisation of the child’s rights in education contexts requires shared understandings between adults and children. While the United Nations Convention on the Rights of the Child (UNCRC) is conspicuous in declaring not only what children are owed but also how those obligations can be realised in school, rights attainment in many education contexts remain unfulflled. The rights of the child are materially important as those rights relevant to child safety, protection, provision directly refect the overarching principles of human rights understandings. Where child rights understandings become problematic is when the material aspect of the “child” that can be universally considered as worthy of protection is interchanged by socially and culturally constructed notions of the child viewed through various sociocultural and developmental lenses. By referencing children’s school participation through the criteria identifed in Article 29 of the UNCRC, more practical, educationally relevant and effective adherence to child’s rights can occur. Anchoring practice to the explicit mandates of the United Nations will enable the visible actioning of the child’s education rights. In this chapter the author will identify the synergies and divergences of children’s educational experiences with the mandates of the UNCRC