Power, knowledge and the expertise of children in transition
MEGAN TADDEO, University of Winchester, United Kingdom
The research aims to address imbalances of power during the transition from Year R to Year One in England (Oxfordshire 2006, 2009) by giving children control over the transition process and involving them in research into transition. Previous research explores children’s perspectives of early transitions (Dockett and Perry 2002, Einarsdottir 2007, O’Kane 2007 and 2009, Fabian 2009), however, it is usually adults who decide what to do. A unique contribution of this research is that it allows the children to take control. The research draws on the theoretical frameworks of Foucault (1991) and Giddens (1984) to critically analyse the theoretical and methodological links between children’s participation in research, children’s voice and children’s perceptions of themselves as experts. The children researched their most recent transition and used their findings and experiences to support new groups of children, hence they became key 'brokers’ (Wenger, 1998) developing their own research methods, including puppetry, videos and a playground toolbox. The children's positioning was moved beyond simply taking part (O’Neill 2014, Kim 2015) to a position of knowing that their actions are acted upon. The findings indicate that Year One discourse can prioritise and silence different types of learning. Children, however, recognise limitations and effectively negotiate their own routes through the new maze. They can also help others to do so. Engaging children fully gives them greater access to voice and further encourages agency. Children can shape the experiences of other children during transition through their deep, extended participation and reflections on their own transition.
Keywords: power, transition, knowledge, children's voice, brokerage
