Participative rights in Welsh primary schools: Unpicking the policy rhetoric

Murphy, Alison; Roberts, Louisa; Williams, Jane; Chicken, Sarah; Clement, Jennifer; Waters-Davies, Jane; Tyrie, Jacky

doi:10.1177/14782103241257281

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Participative rights in Welsh primary schools: Unpicking the policy rhetoric

Alison Murphy

, Louisa Roberts, Jane Williams

, Sarah Chicken, Jennifer Clement, Jane Waters-Davies, Jacky Tyrie

Policy Futures in Education

Swansea University Authors: Jane Williams , Jacky Tyrie

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DOI (Published version): 10.1177/14782103241257281

Abstract

This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in W...

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Published in:	Policy Futures in Education
ISSN:	1478-2103 1478-2103
Published:	SAGE Publications 2024
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa66394
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spelling	v2 66394 2024-05-13 Participative rights in Welsh primary schools: Unpicking the policy rhetoric d8e8d7e8bfa098e1b9408975f49afbb9 0000-0003-0467-2317 Jane Williams Jane Williams true false c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false 2024-05-13 HRCL This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. Data analysis detailed here sets out the legislative and statutory context within which teachers work, as well as the curricular and pedagogic framework which steers classroom activity. The Welsh Government has, for two decades, been explicitly sympathetic to embedding children’s rights in policy development, yet there is limited research evidencing the changes in educational curricula and practice. The gap between policy intention and implementation is not unique to Wales and therefore of universal interest. We report that although there is evidence of the increased inclusion of children’s participative rights in more recent legislation and policy, the move to education about, through and for human rights is only significantly pronounced in recent reforms such as the Curriculum and Assessment (Wales) Act 2021. We advocate that the commitment to human rights education made in the Curriculum for Wales is perpetuated and ongoing critical appraisal of legislation and policy is needed, alongside further research to understand how that commitment is being interpreted in Welsh education settings. Journal Article Policy Futures in Education 0 SAGE Publications 1478-2103 1478-2103 children, rights, participation, pedagogy, curriculum, Curriculum for Wales, legislation, policy, policy analysis 10 6 2024 2024-06-10 10.1177/14782103241257281 COLLEGE NANME Hillary Rodham Clinton Law School COLLEGE CODE HRCL Swansea University Another institution paid the OA fee The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Economic and Social Research Council; ES/X002772/1. 2024-06-13T13:53:31.5666116 2024-05-13T09:30:22.1646841 Faculty of Humanities and Social Sciences Hilary Rodham Clinton School of Law Alison Murphy 0000-0003-4020-8896 1 Louisa Roberts 2 Jane Williams 0000-0003-0467-2317 3 Sarah Chicken 4 Jennifer Clement 5 Jane Waters-Davies 6 Jacky Tyrie 0000-0002-6419-5391 7 66394__30631__3cf2a055b3354daa9c07fcfa1723c341.pdf 66394.VoR.pdf 2024-06-13T13:50:38.0350268 Output 719298 application/pdf Version of Record true © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License. true eng https://creativecommons.org/licenses/by/4.0/
title	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
spellingShingle	Participative rights in Welsh primary schools: Unpicking the policy rhetoric Jane Williams Jacky Tyrie
title_short	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
title_full	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
title_fullStr	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
title_full_unstemmed	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
title_sort	Participative rights in Welsh primary schools: Unpicking the policy rhetoric
author_id_str_mv	d8e8d7e8bfa098e1b9408975f49afbb9 c1a41159a94ed9bf45e035f6a2a2ca79
author_id_fullname_str_mv	d8e8d7e8bfa098e1b9408975f49afbb9_*_Jane Williams c1a41159a94ed9bf45e035f6a2a2ca79_*_Jacky Tyrie
author	Jane Williams Jacky Tyrie
author2	Alison Murphy Louisa Roberts Jane Williams Sarah Chicken Jennifer Clement Jane Waters-Davies Jacky Tyrie
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description	This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. Data analysis detailed here sets out the legislative and statutory context within which teachers work, as well as the curricular and pedagogic framework which steers classroom activity. The Welsh Government has, for two decades, been explicitly sympathetic to embedding children’s rights in policy development, yet there is limited research evidencing the changes in educational curricula and practice. The gap between policy intention and implementation is not unique to Wales and therefore of universal interest. We report that although there is evidence of the increased inclusion of children’s participative rights in more recent legislation and policy, the move to education about, through and for human rights is only significantly pronounced in recent reforms such as the Curriculum and Assessment (Wales) Act 2021. We advocate that the commitment to human rights education made in the Curriculum for Wales is perpetuated and ongoing critical appraisal of legislation and policy is needed, alongside further research to understand how that commitment is being interpreted in Welsh education settings.
published_date	2024-06-10T13:53:31Z
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Participative rights in Welsh primary schools: Unpicking the policy rhetoric

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