Perspectives on Childhood
Perspectives on Childhood

Author: Aisling Leavy

Publisher: Cambridge Scholars Publishing

Published: 2021-07-27

Total Pages: 430

ISBN-13: 1527572994

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This collection brings together various cutting-edge and accessible perspectives and insights into the rich, complex and intriguing stage of life that is childhood. Contributions here relate specifically to the Irish context, with many seamless connections also made to the universal themes of childhood and their relevance within the international context. The chapters are organised into four themes: (1) Children and families in education and special education settings; (2) Children’s environment and play spaces; (3) Children’s voice in research, classrooms and non-traditional settings; and (4) Children’s experiences in STEM education. Across the chapters, the authors identify current best practices and place them within the overall context of current trends in research into childhood. There is a complementary balance of theoretical and practical knowledge presented throughout the volume. Given the variety of perspectives and contributions presented here, it will be of interest to those working in professional practice, such as educators, psychologists, sociologists, and the more general public, including parents and policymakers.

Technology and Vocational Education for Sustainable Development
Technology and Vocational Education for Sustainable Development

Author: Margarita Pavlova

Publisher: Springer Science & Business Media

Published: 2008-12-14

Total Pages: 211

ISBN-13: 1402052790

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Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including “self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one’s values, capable of fighting for one’s rights, independence, own decision making, being free, awakening, and capability” (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of “gaining power and control over decisions and resources that determine the quality of one’s life” (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on “agents”; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as “an actor’s or group’s ability to make purposeful choices – that is, the actor is able to envisage and purposively choose options” (p. 11).