Children & Society最新文献_第3页

Understanding Fathers Engagement: Contextual Insights From Tajikistan and Azerbaijan 理解父亲的参与：来自塔吉克斯坦和阿塞拜疆的背景见解

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-12-27 DOI: 10.1111/chso.70008

Zarina Muminova, Sabina Savadova, Janet Goodall

{"title":"Understanding Fathers Engagement: Contextual Insights From Tajikistan and Azerbaijan","authors":"Zarina Muminova, Sabina Savadova, Janet Goodall","doi":"10.1111/chso.70008","DOIUrl":"https://doi.org/10.1111/chso.70008","url":null,"abstract":"Research on parental engagement often portrays fathers as less involved in their children's lives compared to mothers. This paper challenges such a perspective by examining fathers' engagement within the socio-cultural contexts of Tajikistan and Azerbaijan. We explore how fathers contribute to their children's everyday lives, using two complementary studies, one in rural Wakhan, Tajikistan, and one in urban Baku, Azerbaijan involving a total of ten families. Our analysis draws on qualitative data from fieldwork, visual participatory methods, and interviews with mothers and fathers. The findings reveal three culturally embedded forms of fathers' engagement: (1) engaging beyond physical care, (2) creating spontaneous learning moments within daily activities, and (3) facilitating educational opportunities through fulfilling culturally assigned roles as family providers. In light of these findings, we call for broadening the conceptualisation of fathers' engagement through a culturally responsive lens, urging researchers, policymakers, and practitioners to recognise and address fathers' role within sociocultural frameworks that acknowledge and respect their diverse situations and contexts.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"730-741"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stressing Equality or Embracing Diversity? How Teen Activists Navigate Societal Beliefs About Youth Activism 强调平等还是拥抱多样性？青少年活动分子如何驾驭社会对青年活动的看法

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2026-02-10 DOI: 10.1111/chso.70028

Markéta Supa, Martin Nekola, Karolína Šimková, Lydie Karníková

{"title":"Stressing Equality or Embracing Diversity? How Teen Activists Navigate Societal Beliefs About Youth Activism","authors":"Markéta Supa, Martin Nekola, Karolína Šimková, Lydie Karníková","doi":"10.1111/chso.70028","DOIUrl":"https://doi.org/10.1111/chso.70028","url":null,"abstract":"Civically and politically participating children and teens encounter contrasting societal beliefs about their identities and actions. Some portray them as heroes, others as naive or rebellious; some celebrate their efforts, while others dismiss or diminish them. This study explores how teen activists experience, respond to and challenge these beliefs that shape their participation and everyday lives. A Q methodology study was conducted with twenty civically and politically engaged teens (aged 13–18) in Czechia. Participants sorted and reflected upon statements representing prevailing societal views on youth activism. The analysis revealed shared experiences of how societal beliefs about youth activism were lived and felt, yet distinct strategies for navigating the unequal adult-child power relations that operated as symbolic barriers within them. One group expressed a critical and egalitarian attitude, persistently questioning how adult discourses and stereotypes restrict youth participation and demanding recognition of young people as equally capable civic actors. The other group, reflecting a moderate and diversity attitude, accommodated societal beliefs about age-related differences while emphasising that young citizens' role in democracy is distinct but no less valuable than that of adults. Together, the findings show how the teen activists negotiated ingrained societal beliefs about youth activism, often alone or with only peer support, while turning these constraints into acts of redefinition and resistance.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"812-822"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Negotiating Caring and Education: A Small-Scale Study of Young Carers and Their Transitions Towards Independence and Adulthood 协商关怀和教育：一项关于年轻照顾者及其向独立和成年过渡的小规模研究

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-12-14 DOI: 10.1111/chso.70014

Michael Wyness, Clara Rübner Jørgensen, Fiona MacCallum, Emily Cannon

{"title":"Negotiating Caring and Education: A Small-Scale Study of Young Carers and Their Transitions Towards Independence and Adulthood","authors":"Michael Wyness, Clara Rübner Jørgensen, Fiona MacCallum, Emily Cannon","doi":"10.1111/chso.70014","DOIUrl":"https://doi.org/10.1111/chso.70014","url":null,"abstract":"This article reports on findings from a pilot study with eight young carers, aged 15–21, in the Midlands region of England. The study looked at the impact of caring responsibilities on young carers' life worlds as they negotiated transitions towards independence and adulthood. It explored the aspirations and future plans of five younger members of the group (15–18) who were on the cusp of adulthood and post compulsory schooling and three slightly older carers in the group (19–21) who had made the transition to further study and employment. Two peer researchers with caring experience conducted semi-structured interviews with the young carers. Three main empirical themes were identified: (1) the distribution and normalisation of care, (2) balancing caring and education and (3) educational futures. Together, these themes begin to illustrate the relationship and sometimes mismatch between the young carers' ‘project-of-self’ and ‘project-of-family’ in terms of how they balanced their caring with their education, moving through the life course. They show the importance of schools and educational institutions recognising the challenges experienced by young carers, not only in compulsory schooling but also as they make choices for further education and employment.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"666-675"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ideal Library Design From Children's Perspective: A Phenomenological Study 儿童视角下的理想图书馆设计：现象学研究

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-12-22 DOI: 10.1111/chso.70013

Erol Yılmaz, Ali Kavak

{"title":"Ideal Library Design From Children's Perspective: A Phenomenological Study","authors":"Erol Yılmaz, Ali Kavak","doi":"10.1111/chso.70013","DOIUrl":"https://doi.org/10.1111/chso.70013","url":null,"abstract":"<div>\u0000 \u0000 This study investigates how the ideal library space can be designed from the perspective of children. The research was conducted in public and school libraries in the Central Anatolia region of Türkiye using a phenomenological approach with 34 children aged 7–14 years. The data were analysed using MAXQDA software and categorised under four main themes: spatial design/physical layout, safety/comfort, services/activities and user groups/segmentation. The findings revealed that children see libraries not only as places for reading but also as centres for social interaction, learning and entertainment. Children's expectations included colourful and aesthetic designs, comfortable furniture, technological facilities, multifunctional spaces, integration of natural elements and spaces segmented by age group. This review adds a child-centred perspective to the library design literature and provides an academic basis for designing spaces that meet the needs and expectations of children. The results of the study are in line with the user-oriented and multifunctional space approach that is increasingly being adopted in modern library design.\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"698-708"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Schools as Sites of Activism: Students' Political Socialisation and Activism at School 学校作为行动主义的场所：学生在学校的政治社会化与行动主义

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-11-05 DOI: 10.1111/chso.70000

Rhian Barrance, Esther Muddiman, Mark Connolly, Kate Marston

{"title":"Schools as Sites of Activism: Students' Political Socialisation and Activism at School","authors":"Rhian Barrance, Esther Muddiman, Mark Connolly, Kate Marston","doi":"10.1111/chso.70000","DOIUrl":"https://doi.org/10.1111/chso.70000","url":null,"abstract":"This paper explores students' political socialisation and activism at school. It draws on research from two datasets: interviews with 24 activists aged 15–25, and data from a national survey of 1600 school students in Wales. Wales offers a unique perspective as a case study for the enactment of young people's civil and political rights, given the focus on children's agency and citizenship in Welsh policy and legislation. The political socialisation of young activists in the study largely occurred outside of school through engagement with social movements and social media. However, participants also viewed school as a space for activism. They described attempts to change their school policies on a variety of environmental and social justice issues. They were sceptical about institutional forms of participation, such as school councils, and preferred student-led advocacy groups or more disruptive forms of activism as more effective avenues for change-making. Participants did not readily connect their activism to ideas encountered in lessons, suggesting that the official curriculum did not sensitise them politically. However, the hidden curriculum—including informal conversations with politically engaged teachers and witnessing strike action—did appear to foster their motivation for change. The research indicates that young people are claiming expertise on social justice issues and challenging hierarchical models of teaching and learning in line with critical pedagogic principles.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"611-620"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transformative Learning and Participatory Approaches With Youth: A Discussion on Distinctions 青年的变革学习与参与方法：关于区别的讨论

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-12-23 DOI: 10.1111/chso.70007

Irene Bisasso Hoem, Marit Ursin

{"title":"Transformative Learning and Participatory Approaches With Youth: A Discussion on Distinctions","authors":"Irene Bisasso Hoem, Marit Ursin","doi":"10.1111/chso.70007","DOIUrl":"https://doi.org/10.1111/chso.70007","url":null,"abstract":"Since the 1990s, participatory approaches have been regarded as effective and ethical in research and policy work involving children and youth. Recently, the term ‘transformation’ has gained traction in Childhood Studies. This article explores Transformative Learning (TL) methodology, which was introduced in the 1970s for adult education but has since been adapted for young people. As TL often employs creative tools and aims to empower participants, this methodology requires an examination of its similarities and differences with the more prevalent participatory approaches in Childhood Studies. Therefore, this article analyses these methodologies by juxtaposing two projects with youth in Norway: one participatory project focused on climate change mitigation and another transformative learning project addressing racism, diversity and social inclusion. The discussion highlights the overall ambition, the approaches employed, positionality, personal development and societal changes while critically scrutinising the use of both methodologies with children and youth. It concludes that these methodologies are complementary in addressing complex social challenges in the lives of young people.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"719-729"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sense of Belonging Among Immigrant Adolescents: The Role of Schools 移民青少年的归属感：学校的作用

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2025-12-01 DOI: 10.1111/chso.70005

Elvan Ulucan Özkan, Gülendam Akgül

{"title":"Sense of Belonging Among Immigrant Adolescents: The Role of Schools","authors":"Elvan Ulucan Özkan, Gülendam Akgül","doi":"10.1111/chso.70005","DOIUrl":"https://doi.org/10.1111/chso.70005","url":null,"abstract":"<div>\u0000 \u0000 Forced migration has significantly affected the emotional, social and educational well-being of millions of children. This study explores the role of schools in immigrant adolescents' sense of belonging in Türkiye. Using a qualitative design with a phenomenological approach, four focus group interviews were conducted with a total of 17 immigrant students aged 10–15 living in a low-income district of Ankara. Thematic analysis was employed to interpret the data. Findings revealed four key themes: school experiences, exclusion, sources of support and belonging. While some participants viewed school as a safe and welcoming environment, others described it as a site of stress, exclusion and discrimination. Belonging was shaped by supportive relationships, cultural adaptation and perceptions of social acceptance. The study highlights the dual nature of schools as both protective and challenging environments for migrant youth. Recommendations are offered for educators, policymakers and social workers to foster inclusive, emotionally supportive school settings that promote both academic success and psychosocial well-being among immigrant children.\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"630-642"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking Child Activism: Civil Society Organisations' Practices, Challenges, and Transformative Approaches 重新思考儿童行动主义：公民社会组织的实践、挑战和变革方法

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2026-02-10 DOI: 10.1111/chso.70026

Samira Abou Alfa, R. C. Mitchell, Heather Ramey

{"title":"Rethinking Child Activism: Civil Society Organisations' Practices, Challenges, and Transformative Approaches","authors":"Samira Abou Alfa, R. C. Mitchell, Heather Ramey","doi":"10.1111/chso.70026","DOIUrl":"https://doi.org/10.1111/chso.70026","url":null,"abstract":"This paper critically examines how civil society organisations (CSOs), particularly development and humanitarian non-governmental organisations (NGOs), shape children's and young people's activism as represented in the scholarly literature. Drawing on a transdisciplinary literature review informed by reflexive professional insights, the paper addresses the question: How do CSOs shape the systems, discourses, and practices that underpin child and youth activism? Through a thematic synthesis of international scholarship, the paper identifies persistent tensions in CSO-mediated activism, including the depoliticisation of participation, adult-centric governance of activism spaces, and the privileging of institutionally legible forms of engagement. The analysis highlights three interrelated areas for strengthening praxis. First, it underscores the need to foster critical consciousness and political education within activism initiatives, challenging apolitical and neoliberal framings of participation. Second, it emphasises the importance of developing structural and relational tools that support intergenerational, intersectional, emotional, and reflexive practice. Third, it calls for centring children's and young people's perspectives by supporting peer-based political socialisation and collective forms of leadership. By synthesising critical debates across childhood studies, youth activism, and civil society scholarship, this paper contributes to understanding how CSOs can move beyond tokenistic participation toward more equitable and transformative approaches to child and youth activism.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"802-811"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recognised in a Quarrel? Positioning of the Child and Parent in Children's and Young People's Stories of Child–Parent Conflicts 在争吵中被认出？儿童与青少年亲子冲突故事中孩子与父母的定位

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2026-01-19 DOI: 10.1111/chso.70018

Maria Lahtinen, Marianne Notko, Eija Salonen, Eija Sevón

{"title":"Recognised in a Quarrel? Positioning of the Child and Parent in Children's and Young People's Stories of Child–Parent Conflicts","authors":"Maria Lahtinen, Marianne Notko, Eija Salonen, Eija Sevón","doi":"10.1111/chso.70018","DOIUrl":"https://doi.org/10.1111/chso.70018","url":null,"abstract":"How children are cared for, how their agentic rights are respected and in what ways they are esteemed as contributors to intergenerational relationships are important questions to consider in child-related research. Especially in child–parent conflicts, the child's rights and the parent's responsibilities have been argued to be somewhat contradictory: parents have a duty to raise and protect their children, and children have the right to express and have their views considered and taken seriously. The present study, conducted in Finland, examines how children and young people describe and make sense of child–parent conflicts. The vignette method was used to collect 58 written narratives of child–parent conflicts via an internet-based platform. Narrative analysis, inspired by positioning theory, revealed variety in the child's positioning within the generational order in the children's and young people's conflict stories. We identified four storylines: (1) subordinate child and controlling parent, (2) defiant child and undermined parent, (3) compliant child and demanding parent and (4) reconciling child and respectful parent. Additionally, we analysed the children's and young people's evaluations of the narrated events. In the evaluations, they defended the party over whom power was used in the conflict. Overall, the study revealed varying interpretations of child–parent conflicts and the positions assigned to the child and parent. Importantly, the stories showed children understand how to negotiate and build reconciliation in child–parent conflicts. Thus, children have democratic skills that can be further developed through everyday interactions.","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"40 4","pages":"742-751"},"PeriodicalIF":1.7,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Planning Without Children? Representation and Participation in Czech Strategic Urban and National Policies 没有孩子的计划？捷克城市和国家战略政策的代表性和参与性

IF 1.7 3区社会学

Children & Society Pub Date : 2026-06-22 Epub Date: 2026-01-23 DOI: 10.1111/chso.70020

Daniel Kaplan, Daniel Janečko

引用次数: 0