Children’s agency and educational norms a tensed negotiation (original) (raw)

This paper critiques the dominant perspectives on children’s agency and rights within educational frameworks, arguing that the implementation of these concepts often results in the exclusion of certain groups of children. By examining historical and contemporary discourses around children as social actors, the authors suggest that the sociological understanding of childhood must integrate both macro and micro approaches. The discussion highlights the complexities and contradictions in the application of children’s agency in educational settings, emphasizing the need for a careful and inclusive approach.