Pupil participation in Scottish schools: how far have we come?

Hulme, M., McKinney, S.J. , Hall, S. and Cross, B. (2011) Pupil participation in Scottish schools: how far have we come? Improving Schools, 14(2), pp. 130-144. (doi: 10.1177/1365480211406880)



Publisher's URL: http://dx.doi.org/10.1177/1365480211406880


The United Nations Convention on the Rights of the Child (UN, 1989), which applies to all children under the age of 18, established the overarching principles guiding pupil participation. In most European states, signatories to the Convention have enacted policies to promote the voice of the child or young person in decisions that affect them. In education systems strategies to enhance the pupil participation are an increasing feature of deliberation on education for citizenship, curriculum flexibility, pedagogical approaches and assessment for learning. Despite the positive policy context and professional commitment to principles of inclusion, translating policy intentions so that the spirit of the legislation is played out in the day-to-day experiences of pupils is a constant challenge. This article reports on research that examines how pupil participation is understood and enacted in Scottish schools. It considers how the over-laying of diverse policies presents mixed messages to practitioners.

Item Type:Articles
Keywords:Consultation, decision making, learner particpation
Glasgow Author(s) Enlighten ID:Hulme, Dr Moira and McKinney, Professor Stephen and Hall, Mr Stuart
Authors: Hulme, M., McKinney, S.J., Hall, S., and Cross, B.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Educational Leadership & Policy
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Research Group:Pedagogy Policy and Practice
Journal Name:Improving Schools
Publisher:Sage Publications Ltd.
ISSN (Online):1475-7583
Copyright Holders:Copyright © 2011 Sage
First Published:First published in Improving Schools 14(2):130-144
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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