This article provides a children's rights critique of the concept of ‘pupil voice’. The analysis is founded on Article 12 of the United Nations Convention on the Rights of the Child, which gives children the right to have their views given due weight in all matters affecting them. Drawing on research conducted on behalf of the Northern Ireland Commissioner for Children and Young People, the article assesses some of the barriers to the meaningful and effective implementation of the right within education. It is argued that the phrases which are commonly used as abbreviations for Article 12, such as ‘pupil voice’, have the potential to diminish its impact as they provide an imperfect summary of the full extent of the obligation. The article proposes a new model, which has four key elements, for conceptualising Article 12—Space, Voice, Audience and Influence.

‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child

This article argues that current public management theory is not fit for purpose—if it ever has been. It argues that it contains two fatal flaws—it focuses on intraorganizational processes at a time when the reality of public services delivery is interorganizational, and it draws upon management theory derived from the experience of the manufacturing sector and which ignores the reality of public services as “services.” The article subsequently argues for a “public service dominant” approach. This not only more accurately reflects the reality of contemporary public management but also draws upon a body of substantive service-dominant theory that is more relevant to public management than the previous manufacturing focus. We argue that this approach makes an innovative contribution to public management theory in the era of the New Public Governance. The article concludes by exploring the implications of this approach in four domains of public management and by setting a research agenda for a public-service...

A New Theory for Public Service Management? Toward a (Public) Service-Dominant Approach:

Children's participation in decision-making is complex: it is undertaken for different purposes and is reflected in different levels of involvement, different contexts and different activities. This paper reviews the current state of participation and, drawing on practice and research literature, highlights several aspects of practice where further consideration is needed if participation is to develop positively. This suggests that, if participation is to be more meaningful to children and effective in influencing change, it is necessary to move beyond one-off or isolated participation and consider how participation becomes embedded as an integral part of our relationship with children.

Participation in practice: making it meaningful, effective and sustainable

Much of the recent literature on social research with children advocates the use of participatory techniques. This article attempts to rethink such techniques in several ways. The authors argue that participatory approaches, in their insistence that children should take part in research, may in fact involve children in processes that aim to regulate them. Using examples drawn from their own work, the authors question whether participatory methods are necessary for children to exercise agency in research encounters. They conclude by suggesting that researchers working with children might benefit from an attitude of methodological immaturity.

/pdf/methodological-immaturity-in-childhood-research-thinking-4s9028gg6h.pdf

Methodological immaturity in childhood research?: Thinking through 'participatory methods'

We propose an important theoretical development for our understanding of the co-production of public services. It combines the insights from both public administration and services management theory to produce a novel typology of co-production. This clarifies its role at the operational and strategic levels, as well as its potential for transformational change in public services. Understanding co-production in this way provides a basis through which to explore a whole range of dimensions of co-production that were previously undifferentiated.

/pdf/it-takes-two-to-tango-understanding-the-co-production-of-1vhhjkvir8.pdf

It takes Two to Tango? Understanding the Co-production of Public Services by Integrating the Services Management and Public Administration Perspectives

Researching Children's Experiences: Approaches and Methods

This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co-ordinated by the National Children's Bureau and funded by the Gatsby Charitable Foundation. Interviews with the sample asked children to assess their current educational progress and identify individuals who supported or hindered their education, as well as the availability of educational support in care placements. Teaching staff were frequently mentioned as providers of support, whilst social workers were often associated with hindering educational progress. Children and young people had access to a range of educational supports in care placements, and these were more widely available in residential settings than in foster care. Children offered a range of pertinent suggestions as to how the educational experience of those in the public care system might be improved.

Who takes care of education? Looked after children's perceptions of support for educational progress

Involving Children in Planning their Care

This article highlights work underway in three English local authorities to promote effective inter-agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter-agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated with effective collaboration are highlighted. Barriers which have served to obstruct joint working and strategies adopted to deal with these are also discussed.

More than the sum of its parts? inter‐professional working in the education of looked after children

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