This paper presents the findings of a 2011 study exploring the perspectives of Swedish and Australian children aged between 8 and 13 years old. Using a questionnaire format, the children were asked to provide answers to a range of open-ended questions relating to their perspective of their world and the future. Of particular interest to this paper are the comparative similarities and differences between children from these two countries.
It is increasingly acknowledged that the perspectives of children can enhance the development of quality educational experiences (Rinaldi, 2006). Building on previous research conducted by the author, this study is underpinned by the principles of Article 12.1 of the United Nations Convention on the Rights of the Child. Child voice, and children’s perspectives more generally, are gaining increased attention within child related professions and are being recognised as critical to an inclusive approach (Lundy, 2007), yet the objectives of Article 12.1 (giving children a voice) of the Convention remain unfulfilled.
It is well established now that in developing strategies for student engagement, the inclusion of students perspectives enables a shared understanding, particularly in terms of what Komulainen (2007, p.25) notes as, “what is real” to the children, and “what matters”. However, such consultation with children remains sporadic in many systems (Harcourt & Sargeant, 2011).
The continued absence of the student’s voice as a “matter of course” in educational provision is particularly important when considering the growing body of research that demonstrates children’s ability to advocate on their own behalf. Sargeant, (2007, 2008) revealed pre-adolescent children’s capacity to provide key insights into their value of family relationships, peer relationships, self concept, school, the environment, global inequality and global conflict. However, this capacity for children to comprehend and consider both the traditional and modern world issues remains misunderstood or unrecognised by many in the adult community (Lansdown, 2005; Graham, A. and R. Fitzgerald, 2010).
The perspectives children hold of their school experience is influenced by many factors including their peers, teachers, parents, other adults, and the media (Strasburger, 2001). However, these perspectives are rarely sought or accessed by teachers resulting in ongoing disjunctions between adult views of children’s school experience and the children’s own account of that same experience. By first acknowledging children’s capacities and then listening to their perspectives on their educational experience, new conversations about education may emerge.
Without a readily available body of substantial evidence demonstrating young children’s capacities, many teachers’ preconceptions will remain unchallenged. In order for teachers to acknowledge children as competent and capable contributors, a greater awareness of the evidence of children’s capacities is necessary.
However, children remain a predominantly misrepresented and misunderstood group, as the adult community, to its detriment, largely ignores the perspectives they offer. Cook-Sather (2002) urges educators to embrace the capacities of children to speak on their own behalf and contribute to the critical conversations around educational enhancement by providing them with opportunities to not only speak but also to be heard.
