Childhood and children’s participation: A social-cultural perspective
Childhood, as a concept, has been contested for ages and has evolved with the development of academic disciplines and the changing sociological, political and educational landscape. The chapter outlines some of the major changes in our understanding of the term ‘childhood’, from an academic, rights and pedagogical perspective, by taking examples from an education context. It further theorises participation using a socio-cultural lens of meaning making, which acknowledges the variance and impact of social and cultural practices on children’s education. The chapter also shares an example from practice to show how socio-cultural theory can help us deconstruct early childhood pedagogy and understanding of children’s participation.