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Lessons from the ‘new’ sociology of childhood : how might listening to children improve the planning of education for development?
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Marshall, Lydia (2016) Lessons from the ‘new’ sociology of childhood : how might listening to children improve the planning of education for development? International Development Planning Review, 38 (1). pp. 55-74. doi:10.3828/idpr.2016.3 ISSN 1474-6743 .
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Official URL: http://dx.doi.org/10.3828/idpr.2016.3
Abstract
This paper proposes that – on the basis of their capacity and entitlement to contribute to public discourse – listening to children can improve education and development policy. This is illustrated through a discussion of findings from research exploring the outcomes that schoolchildren in one Ethiopian city expected and desired to be expanded through their schooling. These findings highlight the inadequacy of human capital understandings of the role of education in development, and illuminate the importance of including individual and collective capabilities and freedoms, as well as household incomes and national economic growth, in our understandings of development and the role of formal education within that progress.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education | ||||||
| Divisions: | Faculty of Social Sciences > Sociology | ||||||
| Library of Congress Subject Headings (LCSH): | Educational planning | ||||||
| Journal or Publication Title: | International Development Planning Review | ||||||
| Publisher: | Liverpool University Press | ||||||
| ISSN: | 1474-6743 | ||||||
| Official Date: | 2016 | ||||||
| Dates: |
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| Volume: | 38 | ||||||
| Number: | 1 | ||||||
| Page Range: | pp. 55-74 | ||||||
| DOI: | 10.3828/idpr.2016.3 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 5 January 2016 | ||||||
| Date of first compliant Open Access: | 1 March 2018 | ||||||
| Funder: | Economic and Social Research Council (Great Britain) (ESRC) | ||||||
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