LOOK WHO’S TALKING Eliciting, hearing and enacting the views of young children Professor Kate Wall, University of Strathclyde 7 th November 2019
Look Who’s Talking International Seminar Series Looking at eliciting voice with children from birth to seven years Prompt questions: How do experts understand the concept of ‘voice’ (in terms of Article 12) when working with young children? What does ‘authentic voice’ mean in relation to children aged seven and under? Can children aged seven and under have an informed voice? In what areas might children aged eight and under have an informed voice, and in what areas might they not – and how is this decision made? How are current practices (pedagogic and methodological) being used to elicit voice with young children? What range of specific tools and practices are there that facilitate the elicitation of voices when researching the perspectives of children aged eight and under? www.voicebirthtoseven.co.uk
Principles as a tool for dialogue We are not pretending a right answer Voice is context dependent Voice is an inherently about ethical practice Use of questions to prompt further thinking Practitioners who have a voice are more likely to prioritise voice for the children in their care Practice what we preach Kate.Wall@strath.ac.uk @kate_wall98
1. Define 2. Power 3. Inclusivity 4. Listening 5. Time and 6. Approaches 7. Processes 8. Purposes Space Kate.Wall@strath.ac.uk @kate_wall98
Purposes Broad structure to our thinking… Process Tools & Space Approaches Practices Listening Ethos Power Inclusivity Up to you to think about what Define element is your starting point…
It is essential to address the tricky question What is voice? of what is meant by ‘voice’. A definition What is not voice? will advance the work more easily. Voice should be considered to be more than How does voice link to rights? verbal utterances; it allows us to express When is voice not appropriate? who we are. Voice, therefore, includes, but is not limited to: words; behaviour; How open are you to different forms of actions; pauses in action; silences; body voice? language; glances; movement; and How can different voices be elicited? artistic expression. Principle 1 – Define Kate.Wall@strath.ac.uk @kate_wall98
Theorising pupil voice A conception of communication as dialogue. The requirement for participation and democratic inclusivity. The recognition that power relations are unequal and problematic. The possibility for change and transformation. Kate.Wall@strath.ac.uk Robinson, C. and Taylor, C. (2007) Theorizing student voice: values and perspectives , Improving Schools, 10 (1): 5-17 @kate_wall98
What is meant by voice Voice, therefore, includes, but is not limited to: words; behaviour; actions; pauses in action; silences; body language; glances; movement; and artistic expression. An intent to communicate Kate.Wall@strath.ac.uk @kate_wall98
The ethical imperative of a wide and inclusive definition open to interpretation Voice is not simple It does not mean the same: For all individuals For all contexts For all moments in time A dialogue A democratic community Kate.Wall@strath.ac.uk @kate_wall98
Something more embedded School council Classroom Dialogue Kate.Wall@strath.ac.uk @kate_wall98
Definition that is open to personalisation, to change, to contextual influence
Voice is about power; it is relational. In Who has the power in any conversation? establishing an organisation where voice Who owns what is said? is recognised it is important to acknowledge where the power lies in the What is the balance between collective relationships within the setting. Often and individual voices? there is a power imbalance between Who says when an inquiry is done? and among staff and the adults associated with the establishment, but Are some voices more important than there are power relationships, too, others? between adults and children and even Who is asking the questions? between the children themselves. Principle 2 – Power Kate.Wall@strath.ac.uk @kate_wall98
Unpicking the issue of power Power dynamics have to be recognized and discussed Different individuals in a community have different amounts of power (real and/ or perceived) and that can change over time and depending on the activity Explore spaces and tools that allow you to ‘play’ with dynamics of power and control The key is who controls the final decision making Kate.Wall@strath.ac.uk @kate_wall98
Hart’s ladder of Participation Taken from `The right to play and children's participation' by Roger Hart, in The Article 31 Action Pack, published by PLAY TRAIN, 1995. Kate.Wall@strath.ac.uk @kate_wall98
Developing Relationships Finding out a bit more Sharing a bit more Collaboration ”1st we asked the men for the Co-construction? branches & then we had to plan how to get them in the nursery garden. Then we built the den!" (Kenechukwu) Shared intent and @IsobelMairFC decision making? Kate.Wall@strath.ac.uk @kate_wall98
Everyone has an equal voice. Does everyone have an equal voice in Following from the acknowledgement your context? of the power relations in the context, it is important to consider how inclusive How do I know when someone is practices are. The notion of inclusivity excluded? allows for everyone to be seen as a Do I value some voices more than competent actor and holder of rights. others? In an inclusive approach, diversity is celebrated and dignity and respect Is opting out a key part of inclusion? are key. Principle 3: Inclusivity Kate.Wall@strath.ac.uk @kate_wall98
Everyone has an equal voice Different voices Different ways of communicating Voice versus voices How much encouragement is enough encouragement? If everyone has a voice then how do you hear the individual? Kate.Wall@strath.ac.uk @kate_wall98
Don’t forget those for whom language might be difficult or emergent Kate.Wall@strath.ac.uk @kate_wall98
Also remember that not saying something is a form of voice Think about how to include the silent or the silenced Kate.Wall@strath.ac.uk @kate_wall98
Inclusion is not just about different people, but also about including different view points Kate.Wall@strath.ac.uk @kate_wall98
Something more inclusive A way of engaging with all individuals A way of thinking about yourself as having a voice and as a listener So although I might be talking about adult-child interaction, the implications are broader: Family voice Teacher voice Kate.Wall@strath.ac.uk @kate_wall98
Voices should not have to be loud to How do I listen to conflicting voices? be heard. Listening is an active and Who listens to me? responsive process which relies on tuning-in to voices, having a shared How do I listen non-judgementally? purpose and providing recognition How do I hear silent voices? that voices have been heard. This will occur if time is given to voice How do I show that I am listening? and will, inevitably, lead to voice Am I listening with purpose? having impact or influence. Principle 4 – Listening Kate.Wall@strath.ac.uk @kate_wall98
Listening as an active process Without listening there is no voice Show you are listening What should you do with what you hear? Dispositional basis Listening to the challenging or hard to hear Kate.Wall@strath.ac.uk @kate_wall98
What does it look like when someone listens? Time Body language Remove distractions How do we model this? How can we teach children and young people these skills? Kate.Wall@strath.ac.uk @kate_wall98
Creating safe spaces. Creating brave spaces (Cook-Sathers 2017) Kate.Wall@strath.ac.uk @kate_wall98
Creating a space for dialogue Ownership (at inception, during and after) Child Adult Structure Closed Open Length of engagement Short Longitudinal Level of formality Formal Informal Nature of voice (during and taken forwards) True/ Translated/ Untouched filtered Kate.Wall@strath.ac.uk @kate_wall98
Thinking about the practices PROCESSES APPROACHES TIME AND SPACE (Structures and (Open (Making time for conditions under dispositions voice) which we work) support voice) Kate.Wall@strath.ac.uk @kate_wall98
There is always time for voice. It is important to How does space shape voice? acknowledge the pressures under which How much space is given to child: child voice? education professionals are working, significantly in an age when accountability How do adults share their voice? and formal assessments are prime foci. When do adults act as voice role models to However, establishments’ formal and informal children? structures have to allow space and time for voice. In doing so, this will allow patience to How long should you spend on a topic? be practised on the part of the listeners and Which tools and techniques are supportive of curiosity to be expressed by the children and voice? the adults with whom they work. Principle 5 – Time and Space Kate.Wall@strath.ac.uk @kate_wall98
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