Children's Voices

This article examines how practitioners in the UK deine 'child traficking'. It is based on research by Pearce, Hynes and Bovarnick (2009), which suggests that there are currently different deinitions of child traficking being worked with in UK practice. By analysing current working deinitions around 'child traficking' the article illustrates that much of how traficked children and young people are identiied and how their needs are responded to depends on how practitioners deine a traficked child. As such, the article contributes to an existing body of knowledge around traficking by illustrating that the ways in which 'traficking' is constituted discursively in policy and practice affect outcomes for traficked children.

In addition to democratic discourse, current discussion about active citizenship provides a good way of getting into a con- sideration of the 'educated' person as a versatile individual. In different countries we find various discussions of this con- cept and of what 'versatile' means. The notion of "international" education has relevance at many levels of the dialogue. It is the theme of "official" communiqués and resolutions which look towards international harmony and peace. It is the target of governmental initiatives which are to do with having qualifications recognised across national borders, with labour mobility and with establishing economic links. And it is the aspiration of many-educational policy-makers, of many teachers and of many curriculum-writers. The conference which is reported in this collection was very concerned with using these three 'talking points' as a platform. As we approach the end of the 20th century, massive social changes impact on our lives, upon our lives as citizens, as individuals, as members of communities, as educators. Ecological change extends and limits our social possibilities. So do technological changes, developments in communication systems, in computer technology, in information transmission

En Colombia las mujeres, de manera estructural han sufrido discriminación de género. Los índices de pobreza, desempleo y bajos salarios señalan su constante vulnerabilidad. Para reducir esta brecha es indispensable la participación de la mujer en actividades productivas. Es el caso del sistema agroindustrial del bocadillo de guayaba, producto alimenticio de identidad cultural local, ligado al municipio de Vélez y su entorno geográfico, con 130 fábricas y 30 000 empleos donde la mujer tiene un protagonismo sobresaliente. Esta investigación analiza la contribución femenina en esta actividad. Con la metodología de enfoque cualitativo, se utiliza una encuesta realizada en 2023. Los resultados muestran el protagonismo del trabajo femenino que representa un 61 % del empleo en las fábricas y un 30 % en la agricultura de la guayaba. Sin duda, esta agroindustria supone un magnífico ejemplo de desarrollo local, de inclusión laboral y de disminución de brechas de género trasladable a otras actividades productivas y territorios rurales de Colombia y de Latinoamérica.

Resumo: O presente artigo apresenta uma análise sobre as produções comemorativas da organização humanitária Médicos Sem Fronteiras (MSF) publicadas em 2021, quando do aniversário de 50 anos de sua fundação. As fontes utilizadas foram o documentário "Fragmentos de História" e o podcast "Em Outros Cantos", ambos disponíveis no site do MSF (www.msf.org.br). Em seus discursos comemorativos, essas produções traçaram uma linha cronológica dos eventos que marcaram a atuação da organização desde sua fundação em 1971. Os eventos são apresentados por meio de narrativas que combinam experiências com uma sequência cronológica. A hipótese aqui apresentada é que, ao início do século XXI, a organização vivenciou um agravamento dos problemas enfrentados no trabalho humanitário e, em resposta a essa situação, produziu o documentário e o podcast como parte de uma estratégia de enfrentamento desse quadro de insensibilidade moral. Dessa maneira, o MSF articulou uma discursividade comemorativa com a composição de uma historicidade para a sua trajetória, tendo uma identidade específica para si, fundamentada na diversidade de seus membros e na denúncia das situações de sofrimento humano, legitimando sua atuação e buscando uma sensibilização pública.

Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and learning and the changing needs for greater adult-led learning in the altered outdoor environment. Disparate attitudes towards greater adult intervention in children’s play existed between parents, teachers, and administrators, as children and staff transitioned and acclimated to the new outdoor classroom. Using ethnographically grounded data collection, researchers interpret these findings to suggest that while teachers maintain a strong preference for child-led learning, the changing outdoor space requires increased adult-led activities and intentional environmental education goals and training.

It is an academic publication open to academics, literary critics, theoreticians or researchers who are interested in the study of Romanian literature, as well as the Humanities. Our essential goal is to set communication paths between Romanian literary and humanistic research and the contemporary European cultural discourse, bringing the most valuable phenomena recorded in the Romanian culture into a beneficial dialogue with the other European cultures.

This paper discusses insights derived from a small-scale ethnographic study designed to explore young children's (aged three to six) everyday, lived experiences within a participatory family museum in southern England. Inspired by the childcentred work of this paper begins by examining the effectiveness of photo-elicitation interviews in accessing 'snap-shots' of children's perspectives of their museum visits. In the current study this method is complemented by the use of chest-mounted GoPro cameras to provide a first person and more holistic perspective of children's museum visits. 12 children's visits were filmed in total. During three of these, children were also carrying child-friendly digital cameras. As this was part of a larger study the data collection was designed to compare the utility of GoPro technology being used in tandem with both photo and drawingelicitation. In response to these initial findings a photo-map of the museum was created to prompt discussion with the final six participants. Recruitment was purposive and there was no contact with the participants prior to them arriving at the museum. The video captured by the chest-mounted Go-Pro cameras is particularly illuminating when analyzed in the context of the post-visit interview data. Although the photo-elicitation and drawing-elicitation interviews do reveal some important details about the children's experiences and perspectives, the video footage highlights the difficulties with relying on these methods in an everyday museum setting. For example parental involvement in the children's photography is far more pervasive than might be expected, and the degree to which the camera affects the nature of the children's visits is notable. The video also reveals how easy it is to misinterpret children when relying solely on their recollections in an interview situation. This paper finishes with a discussion of the strengths and weaknesses of using Go-Pro technology as a complementary tool in the exploration of young children's museum experiences.

Grounded in the theoretical constructs of envisionment building and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher’s critical practice and the students’ written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum during the present standardized testing era.

Few studies of young children's learning have been undertaken in the context of Asian museums. Museums are neither a popular part of social life for Hong Kong families nor a typical learning venue for kindergartens. This paper presents information about young children's experiences of Hong Kong museums obtained through an exploratory study. Two groups of Hong Kong kindergarten children (aged four to six) made multiple visits to the same museum over the course of the school year. Children were interviewed after their visits about their feelings and experiences. A phenomenographic research framework was used to identify three conceptions of museums articulated by the children: (i) museums are spaces for objects; (ii) museums are venues for interaction; and (iii) museums are places that accommodate different people's interests and needs. These children's voices add to ongoing conversations about strengthening connections between museums and young children.

Imagine with me an opening scene: A Dusty Horizon, 1987. Ifo Camp, Dadaab, Kenya. The screen flickers to life, revealing a cracked, sun-scorched plain. A rickety truck groans to a stop, kicking up dust that swirls like a ghost. A woman in a tattered green dress steps down, her eyes burning with defiance. This is Alice Auma Lakwena, self-proclaimed prophetess of Uganda's Holy Spirit Movement. Behind her, hundreds of exhausted followers-men, women, childrenclutch meager belongings, their faces etched with fear, hope, and a creeping shadow of abandonment. They have fled a brutal war, their dreams of a divine uprising shattered. This is no cinematic epic. I am in Garissa County, this is second account of stark reality of Lakwena's dissidents, now stranded in Kenya's sprawling Dadaab refugee complex. For over three decades, the world has turned its back, leaving them to haunt the margins of history.

Collaboration is one of the major tenets of Child First justice and yet is proving problematic in its application across the sector, especially where children are compelled through court orders to engage with interventions, creating inevitable power imbalances. In order to facilitate children in genuinely influencing decision-making processes which concern them, their voice needs to be given its proper value. In this article we use the youth justice system of England and Wales to explore the meaning, value and presence of collaboration within youth justice whilst examining the power dynamics at play through the analytical lenses of Bronfenbrenner's ecological approach and Bourdieu's analytical tools. This lends itself to a novel conceptualisation of collaboration within the youth justice space, which is applicable to youth justice contexts internationally, distinguishing between different forms of the concept and examining how much opportunity for influence is actually given to children within their own youth justice journeys.

The study explores the theme of storytelling, reading, and listening to stories, which the digital world ex
changes for vibrant images. Educators of the 21st century have all the tools and knowledge to support chil
dren’s development under specific conditions. The study aims to emphasize the importance of reading and
listening to stories in the correct process of educating readers. For educators in Romania, there is the Kor
agyermekkori nevelés, an official curriculum that provides information on how to plan and organize activities
in kindergarten. As part of a national project, kindergarten teachers are required to tell stories to children
every day, as reading is considered the most educative learning activity. In the study, I compare reading and
listening to stories with computer-assisted education; the child’s ability to imagine with received images
through screens; as well as the developmental effects compared to destructive ones. Thus, I attempt to find
an answer to the question: do we need new methods to enrich the experiences of the current “gadget world”
generation, or should we stick to traditional methods through which we convey our traditional values?
Keywords: educating to become reader, stroytelling, digital world, screen

One of the tasks of many early childhood education curricula is to foster both a strong sense of children's own cultural identity and an understanding of and respect for the identity of others. This is important because in many countries children, their families and their early childhood teachers live in increasingly diverse communities. The aim of the Awarua and the Dragon research project was to explore how storytelling and related multi-modal arts based activities − such as visual art, construction, music, and dramatic play − could enhance young children’s sense of place and cultural identity. The research design was informed by sociocultural understandings about the role of collaboration and cultural tools in meaning-making and identity formation. The research was conducted in both China and New Zealand. Data was generated in both locations by collecting teachers' documentation, conducting focus group interviews with teachers and parents, and employing visual methods to ...

O ensino do Audiovisual em universidades, além do caráter formativo, permite acesso a valores e práticas, que refletem a cultura cinematográfica em um dado momento histórico. No caso da UAM (Universidade Anhembi Morumbi), a disciplina de Narrativas Documentais é um espaço de interface, unindo teorização do documentário e a realização audiovisual, ministrada para alunos de diferentes cursos da área de Comunicação. Neste trabalho, enfatizamos os filmes realizados por alunos do curso de Jornalismo, sua experiência com a linguagem documental e as interfaces estabelecidas com as estratégias jornalísticas. A partir do estudo de caso de uma experiência pedagógica, debatemos aqui a presença da voz/entrevista no documentário contemporâneo e as estratégias políticodiscursivas, vislumbradas por alunos de graduação em jornalismo, diante da tarefa de realizar um curta-metragem. Para tanto, unimos três passos. Primeiramente um mapeamento do debate sobre a presença da voz/entrevista, entre pesquisadores do documentário (Consuelo Lins; Jean-Claude Bernardet; Bill Nichols); passando num segundo momento à descrição da experiência com a disciplina Narrativas Documentais

Fast food is regularly referred to as a symbol of decline -of cooking skills, families, and the community at the dinner table. With inspiration from theories on domestication and Actor Networks, and using examples from studies from McDonald's in Sweden, this paper argues that McDonald's restaurants can in fact be regarded as a home and the meals eaten there as "proper" family meals. A meal at the restaurant is for many parents the easiest is a way of up-holding family life, but also of creating 'family' and 'home' in new ways.

RESUMEN: En este artículo presento algunos aportes relevantes, desde el campo disciplinar de la antropología, para el estudio de los procesos educativos y de producción de conocimientos. Metodológicamente este artículo presenta una revisión bibliográfica estructurada en tres apartados. El primero se refiere a la construcción del campo de la Antropología y la Educación donde se describen brevemente los aportes de las escuelas anglosajonas, de Elsie Rockwell, de los estudios que se enfocaron en diversas prácticas educativas en contextos no escolares y de las investigaciones en la Argentina. En una segunda parte describo el potencial de la Antropología para el análisis de los procesos educativos en tres ejes: a) la alteridad en los espacios educativos, b) incluir una mirada sobre la diversidad, c) problematizar la interculturalidad. Por último, esbozo brevemente las características específicas de la etnografía y su aporte a la investigación educativa. PALABRAS CLAVES: antropología-educación-etnografía educativa.

Az autizmus spektrumzavar (továbbiakban ASZ) előfordulási aránya az elmúlt évtizedekben világszerte növekedést mutatott. Ennek következtében valószínűsíthető, hogy az egyházak gyülekezeteiben is egyre több a spektrumon élők száma. Ennek fényében fontos kidolgoznunk olyan pedagógiai eljárásokat, amelyek segíthetnek az autizmus spektrumzavarral élő kisiskolásokat tanítani, a gyülekezetekbe integrálni a katekézis által. A következőkben három olyan eljárás kerül ismertetésre, amelyek együttes használata támogathatja a fenti cél elérését. Az érzékenyítés által segíthetünk a kortársaknak, a csoport többi tagjának, hogy megértsék miben különbözik tőlük az ASZ-ral élő személy. Átérezhetővé tehetjük számukra, hogy milyen nehézségekkel kell megküzdenie nap, mint nap annak, aki nem neurotipikus.  A differenciálás segíthet abban, hogy a spektrumon élő gyermekkel úgy tudjunk foglalkozni, hogy egyéni képességei fejlődjenek, hátrányos helyzete a lehető legjobban kiküszöbölődjön. Az alkalmakra való specifikus felkészülés által lehetőségünk nyílik arra, hogy a bibliaismeretben való tudás kibővítése mellett fejlesszünk olyan készségeket is, amelyekben az ASZ-ral élő gyermekek nem annyira fejlettek, mint neurotipikus társaik.

O objetivo deste estudo é discutir as representações sobre mulheres que se relacionam com pessoas privadas de liberdade em três notícias veiculadas entre 2019 e 2020, nos sites acreanos A Tribuna, AC 24 Horas e Contilnet. Neste trabalho, apresentaremos reflexões sobre o conceito de estigma e como ele está atrelado às discussões sobre representações pelo jornalismo. A metodologia é a pesquisa bibliográfica, análises documental e de conteúdo. O referencial bibliográfico é fundamentado por Stuart Hall, Michel Foucault, Erving Goffman, entre outros, assim como também são apresentados dados e legislações sobre a população privada de liberdade e suas relações com seus familiares. As considerações apontam como a imprensa tem contribuído para que estigmas sociais sigam sendo atrelados às mulheres que se relacionam com presos, entendendo-as como pessoas que precisam ser excluídas socialmente, pois carregam consigo a imagem de descrédito e desonestidade.

Ang UP Diliman Gender Review (DGR) ay upisyal na dyornal ng UP Diliman Gender Office (UPDGO). Bilang pagsasakatuparan ng mandato nitong gender mainstreaming, naglalathala ito ng mga pangkasariang pananaliksik, mapanlikhang sulatin, rebyu ng mga iskolar na lathalain pati na rin ng mas popular na porma ng midya. Layon nitong magtanghal at magpalaganap ng mga bagong kaalaman at mapalakas ang talastasang pangkasarian na maaaring gamitin sa gawaing pagtuturo, administrasyon at serbisyo publiko habang isinusulong ang progresibo at makabuluhang panglipunang hustisya at pagbabago para sa lahat ng kasarian. Ang pabalat para sa UP Diliman Gender Review Special Issue ay nagpapakita ng mga paghihirap na pinagdaanan ng iba't ibang sektor ng Pilipinas sa gitna ng pandemya. Ang mga mahahalagang sektor ng lipunan tulad ng mga manggagawa sa mga ospital, mga maralitang pamilya, mga tsuper ng jeepney at mga uring manggagawa ay nakaranas ng maraming problema sa panahong ito. Ang pabalat na ito ay nagpapakita kung paano ang kawalan ng pagkilos ng gobyerno ay nagdala ng gutom, hirap at pagkadalamhati sa mga taong ito. Likhang sining ito ni Ma. Angela Luz Espinosa.

Entre os estudos sobre liberdade de expressão conduzidos no campo da Comunicação, incluindo suas interfaces interdisciplinares, observamos que as pesquisas desenvolvidas no Brasil na virada dos anos 2010 para a década de 2020 acompanham as emergências temáticas trazidas à luz por força de fenômenos constitutivos da chamada “virada conservadora”. Oferecem amostra disso os trabalhos apresentados nos encontros anuais do Grupo de Pesquisa Comunicação, Mídias e Liberdade de Expressão da Sociedade Brasileira de Estudos Interdisciplinares da Comunicação (Intercom), entre 2019 e 2022: ao menos 40 dos 67 artigos aprovados para apresentação no âmbito do grupo, no período, abordam diretamente questões relacionadas ao avanço da extrema-direita e de grupos neoconservadores, no Brasil e/ou no mundo, do ponto de vista de suas implicações para os debates sobre censura e liberdade de expressão nas mídias. Diante desse cenário, o presente livro, enquanto resultado de um esforço coletivo do GP Comunicação, Mídias e Liberdade de Expressão da Intercom, busca oferecer um balanço crítico dos debates sobre liberdade de expressão construídos no campo comunicacional brasileiro que abordam o contexto do governo de Jair Bolsonaro, suas condições históricas de possibilidade e suas reverberações posteriores, já que a chegada da extrema-direita à política institucional brasileira, mais do que risco iminente, consolidou-se como preocupante realidade com as eleições legislativas de 2022. Da mesma forma, os acontecimentos de 8 de janeiro de 2023 mostraram que o fantasma do golpismo que assola a democracia brasileira, muito longe de constituir um delírio fantasioso, ronda entre nós absolutamente encarnado em setores das Forças Armadas, em órgãos policiais, em governos locais e no Congresso.

La littérature scientifique et les statistiques internationales montrent bien que le comportement des usagers ne respecte pas toujours les règles du code de la route. Un des objectifs de la recherche en psychologie des déplacements est de mieux comprendre les situations dans lesquelles cette nonconformité se produit et les raisons qui l'expliquent. Les recherches que nous avons menées à l'Ifsttar confirment qu'il y a un écart plus ou moins large entre la connaissance des règles et leur application, et ce dès l'enfance i . Ces études montrent également que la conformité aux règles routières varie en particulier en fonction de l'environnement autour du lieu de traversée ii . Plus particulièrement, celle-ci semble reposer sur les déductions que les piétons font sur leur visibilité symbolique, à partir d'indices prélevés dans l'environnement. Ainsi, les espaces où la présence du piéton a été « pensée » par l'aménageur pourraient aussi être ceux dans lesquels les piétons manifestent les comportements les plus téméraires.

La comprensión de los niños como actores sociales competentes y la importancia de visibilizar sus perspectivas en la investigación, es uno de los aportes más conocidos de los denominados Childhood Studies. En la investigación educativa, esta comprensión particular de la infancia ha impulsado a los investigadores a generar estrategias que permitan rescatar las "voces" de los niños, promoviendo su participación en la producción de conocimiento relevante para la democratización y mejoramiento del mundo escolar y de los procesos educativos. La revisión de la literatura evidencia que el uso extendido de la noción de "voz de los niños", como garante de horizontalidad investigativa, no ha ido acompañado de un examen crítico de sus límites e implicancias para la investigación de la infancia. Este trabajo articula una reflexión crítica de la "voz", con el fin de contribuir al debate teórico y metodológico en el campo de la investigación educativa de la niñez.

The attempt to observe and improve children's conditions of life differs from other tasks and intentions of social policy in a crucial way. Firstly and obviously, the intervention into privacy is particularly intrusive, and secondly, there is a specific perspective towards children that tends to be adopted in such endeavours. In my lecture I will deal basically with this perspective, exposing the history, logic, and institutional consequences of what may be called a "separative view" -or what also, when used as a political tool, can be called the "power of innocence". Such a perspective or assumption of moral power may well foster the political agenda when it comes to children's social problems, lending weight and legitimacy to social and political measures. But the generational order underlying both the perceived problems and their intended solutions will be rigid, and the variety of arrangements of private life which remain possible under this regime will be considerably reduced. A crucial factor is that children's agency will be largely ignored. This, at least, has been the repeated reproach of the new sociology of childhood towards social policy-makers and their view of children's needs and childhood(s). It has also been the reproach of many critical analyses that see social reformers and experts as "policing childhood" and "normalizing families". Concepts like participation and citizenship might offer a reconciliation of the approaches underlying these two positions, which differ also in their time horizon, the one focusing more strongly on childhood as a future promise and the other quite strictly on childhood as a phase of life in its own right. The key role of such concepts in developing practical childhood policies will, therefore, be discussed. -The lecture is a quintessence of my studies, on the expertization of childhood, public discourse and political decision-making.

This paper draws on recent research to examine the tensions and challenges inherent in the current market approach to provision of Early Childhood Care and Education (ECCE) services in Aotearoa New Zealand. We use selected United Nations Convention on the ...

We appreciated their willingness to undertake action research, to critically examine feedback from parents and whänau, to contribute their views, and to be open about successful and less successful experiences. We thank the parents who worked with teachers in their centres to develop relationships in the interests of children, and the willingness of those parents who were interviewed to talk about their views and experiences. We thank NZCER staff who contributed to this research. Cathy Wylie provided advice and guidance throughout the project. Kristina Louis and Susan Tompkinson provided library support, and Anne Else edited the report.

Reconfigurate the notions of childhood and early education from the perspective of the indigenous pedagogies of some Amazonian groups Reconfigurar as noções de infância e educação inicial a partir das pedagogias próprias de alguns grupos amazônicos

n° 18 > PRODUCTEURS D'IMAGES 2 LE COMITÉ D'HISTOIRE ET LA REVUE ARCHORALES L' histoire n'est pas seulement la connaissance du passé, elle est aussi un support de réflexion sur les continuités, les évolutions, les ruptures. Elle est un moyen de comprendre la dynamique des sciences dans leurs relations aux sociétés. La conviction du comité d'histoire de l'Inra et du Cirad est que ces institutions trouveront les plus grands bénéfices à une réflexion sur leurs programmes, inscrite dans le temps long de l'histoire des recherches sur les enjeux agricoles, alimentaires, environnementaux ou de maîtrise du vivant. Ainsi la conception de l'histoire qui nous anime n'est-elle ni institutionnelle, ni mémorielle, mais bien prospective, dans l'idée de construire, pierre après pierre, une enquête de fond sur la genèse, les évolutions et les formes d'expression publique d'un discours scientifique d'abord spécialisé et analytique, aujourd'hui globalisé et systémique, sur ce que veut dire agir par la science. Dans cet esprit, le comité d'histoire Inra-Cirad a pour mission de préserver et de valoriser les matériaux documentaires dont disposent ces deux instituts sur l'histoire de la recherche agronomique publique aux XX e et XXI e siècles. Il s'agit au premier chef d'organiser la sauvegarde, l'inventaire et l'exploitation des documents scientifiques et administratifs utiles à la connaissance historique, qu'ils soient sous forme écrite, numérique ou photographique. Il s'agit également de collecter et de valoriser la mémoire professionnelle des différentes catégories de personnels, et les témoignages d'expériences individuelles ou collectives, dans le cadre du travail réalisé par la mission Archorales, initiée il y a plus de vingt ans par Denis Poupardin. L'objectif de cette mission, aujourd'hui sous la responsabilité de Christian Galant, est de collecter les récits et réflexions de ceux, chercheurs, ingénieurs, personnels scientifiques ou administratifs, qui ont participé à la vie de l'Inra et du Cirad et à leurs réalisations scientifiques. À ce jour, la mission Archorales a constitué un fonds considérable de quelque 390 témoignages recueillis et déposés aux Archives nationales. Avec le présent numéro, 147 de ces témoignages auront été publiés dans 18 volumes de la collection Archorales (également consultables sur le site web d'Archorales). Lorsqu'elle débute en 1995, la mission Archorales s'inscrit dans un mouvement alors relativement nouveau, en France et à l'étranger, de collecte d'archives orales au sein d'institutions ou d'entreprises. Les témoignages des acteurs, parties prenantes de l'histoire, sont ainsi destinés à compléter les archives traditionnelles, ou même à remédier à leur absence. Ils enrichissent la connaissance historique en rendant possible la confrontation des points de vue et des vécus, et en donnant une image à la fois plus complexe et plus humaine des organisations. L'archive orale est donc une source précieuse pour donner de la « chair » au récit historique et pour déceler des aspects de la vie scientifique que les textes officiels ignorent le plus souvent. Ainsi, Archorales rend compte du vécu des acteurs de la recherche, de la façon dont ils ont agi, réagi, parfois souffert, au sein des laboratoires, des unités ou des programmes auxquels ils ont participé. La revue Archorales ne prétend pas être une revue d'histoire, mais une publication qui fournit des pièces à verser au débat sur l'histoire de la recherche agronomique, rassemblées grâce à un rigoureux travail de collecte et de mise en forme écrite des témoignages. Nous espérons ainsi donner les meilleures chances à ces prises de parole mûrement réfléchies d'être lues par un large public, averti ou non, qui trouvera là un matériau historique ou mémoriel d'une grande richesse pour tout usage spécifique qu'il voudra en faire : étude, portrait, biographie, histoire familiale... Cette mission archivistique s'inscrit également dans l'ambition du comité d'histoire de promouvoir des travaux de recherche sur l'histoire de l'Inra et du Cirad et, plus largement, sur l'histoire de la recherche et de la science agronomique depuis la fin du XIX e siècle jusqu'à nos jours. Ces travaux doivent permettre d'éclairer la dynamique des savoirs, les réflexions, débats et controverses sur les orientations et sur les finalités de la recherche, enfin les vicissitudes, les contingences, mais aussi les aventures intellectuelles et humaines qui ont traversé cette histoire. Le recueil et la publication des témoignages, leur accompagnement par la photographie ou la publication d'archives, tout comme la rédaction d'articles de synthèse ou de réflexion, s'inscrivent dans cet esprit d'ouverture et de partage de l'analyse historique.

"After our Family Night presentation on home read-alouds, we got so many questions from families and caretakers. What should we be doing as a follow-up to support them?" Questions like this often emerged in our own classrooms, and in years of working with teachers, and other early childhood professionals, as classroom teachers, literacy specialists, and university faculty. We noted that the single most frequent suggestion given to families and caretakers is "Read to your children." Research supports that this is a powerful suggestion (Mol & Bus, 2011; Neuman & Wright, 2007). Read-alouds, from books or on electronic devices, develop concepts, build vocabulary, and can affect children's social and emotional abilities, school readiness, and lifelong reading habits (Aram et al., 2017; Edwards, 2009; Mendelsohn et al., 2018). We have worked in many early literacy settings and learned three simple ways effective teachers provided support after Family Night is over:

"After our Family Night presentation on home read-alouds, we got so many questions from families and caretakers. What should we be doing as a follow-up to support them?" Questions like this often emerged in our own classrooms, and in years of working with teachers, and other early childhood professionals, as classroom teachers, literacy specialists, and university faculty. We noted that the single most frequent suggestion given to families and caretakers is "Read to your children." Research supports that this is a powerful suggestion (Mol & Bus, 2011; Neuman & Wright, 2007). Read-alouds, from books or on electronic devices, develop concepts, build vocabulary, and can affect children's social and emotional abilities, school readiness, and lifelong reading habits (Aram et al., 2017; Edwards, 2009; Mendelsohn et al., 2018). We have worked in many early literacy settings and learned three simple ways effective teachers provided support after Family Night is over:

In a climate of increasing concern with educational accountability and quality, it has been important to reappraise the issues of assessment and evaluation in relation to early childhood care and education. This document is comprised of three papers describing approaches to assessment and evaluation used in Te Whariki, a national curriculum statement and framework for early childhood education and care in New Zealand. The first paper, "An Update of Te Whariki, The New Zealand National Early Childhood Curriculum," describes the overall principles, strands, and goals for all early childhood programs, focusing on the fundamental principle of empowering children and outlining some implementation issues for early childhood centers. The second paper, "Project for Assessing Children's Experiences in Early Childhood Settings," outlines a three-phase research project to provide assessment guidelines for practitioners implementing Te Whariki: (1) developing an integrated structure of outcomes called the Learning Story framework; (2) implementing the framework in a variety of early childhood settings; and (3) developing resources for professional development. The third paper, "Developing a Framework for Self Evaluation of Early Childhood Programmes," outlines the policy context of evaluation and quality in New Zealand, describes an ethnographic study focusing identifying the key elements of program quality in relation to Te Whariki strands and goals which should be the focus of evaluation, and discusses how the Teaching Stories provide a focus for reflection and appraisal. Each paper contains references. (Author/JPB)

L’entretien de la philosophe Benedetta Piazzesi avec la photographe Jo-Anne McArthur permet d’éclairer le militantisme anti-spéciste et féministe à travers un projet qui vise à documenter à la fois la souffrance animale et l’action des femmes qui le dénoncent et se solidarisent avec les animaux.
Jo-Anne McArthur est l’une des photojournalistes majeures de la condition animale dans le monde. Elle a documenté les conditions de vie et d’exploitation des animaux dans plus de soixante pays différents, et ses images sont utilisées par les mouvements animalistes dans le monde entier. Elle vit à Toronto et dirige l’agence multi-média We animals Media dont elle est la fondatrice. En vingt ans de travail, elle a accumulé une énorme documentation, et multiplié les projets de collaboration avec d’autres photographes, des ONG et des militantes féministes de la cause animale. Jo-Anne McArthur dialogue ici avec Benedetta Piazzesi, philosophe qui a consacré ses recherches aux logiques de gouvernement des animaux à l’époque moderne et contemporaine.

La situación de calle no solo implica un problema habitacional, sino que se entrelazan otros factores que también la componen y perpetúan, como la inseguridad social, la escasez de ingresos, la vulnerabilidad, la ruptura de lazos familiares, entre otros. Si bien estas personas elijen el núcleo central urbano para vivir, porque encuentran mayores oportunidades económicas y sociales como lo son el trabajo, la atención a la salud, la educación, entre otros, la mayoría de las veces ven restringido este acceso, así como de los espacios públicos como lo son las plazas y parques. Por otra parte, en la comunidad de los frailes de catia se ven naturalizados ciertos mitos y conceptos que son atribuidos a las personas en situación de calle.

This paper sheds light on the pervasive issue of gender-based violence and its impact on inclusive development. It explores stories of resilience and suffering from Zambia to Kazakhstan, highlighting the experiences of women with disabilities and other marginalized groups. It also emphasizes the urgent need for action to ensure justice, safety, and equity for all women and girls.

In recent years there has been an increase in literature advocating for and describing early childhood science education; however, little attention has been given to the complex interplay of cultural communities of practice that influence science learning and teaching in a play-based curriculum. This study examined where and how science learning could be privileged when many cultural practices were being enacted at the same time. This study investigated how science learning and teaching was enacted within a play-based curriculum in three kindergartens in Aotearoa/New Zealand. The investigation also explored the influences of professional learning for teachers on their definition of the culture of science and explored aspects of how children learn science. The field work took place over a period of seven months. Data was collected through weekly sessional observations, interviews with teachers, children and parents, as well as the documentation teachers made of children's learning. The professional learning sessions with the teachers were conducted halfway through the data collection so that the second half of the data collection could take into account the influences from the professional learning sessions. Three conceptual reference points from sociocultural theory framed the data analysis. The reference points were multiple cultural communities of practice, semiotics within and across communities of practice and teacher influence on children learning science. The thesis argues, and provides evidence for, four science-education-related communities of practice that interact to create opportunities for teaching and learning science with young children. The four communities are the everyday, early childhood education (in this case in Aotearoa/New Zealand), science, and science education. The interaction of the four communities has been defined as a "quadruple move", indicating that all four communities are involved when science learning takes place. The concept of hybridity was used to illustrate that some

Over  three  decades  ago  the  United  Nations  developed  the  Convention  on  the  Rights  of  the  Child  (UNCRC;  United  Nations,  1989)  which  was  aimed  at  ensuring  children  were  positioned as active agents in their lives, capable of having a voice and participating in decision-making on issues that affected them. Australia ratified the UNCRC in 1990, however implementation required changes in relevant laws, policies and practices which is a complex process (Alston & Brennan, 1991).  Whilst  ratification  provided  the  Australian  Federal  Government “an historic opportunity” (Cass, 1991, p. 28) time has proven that change remains limited by the “imbalances of  power  and  resources  which  are  deeply  embedded  in  the way we live and are organised” as originally feared by Parker  (1991,  p.  19).  This  discussion  paper  explores  barriers  limiting the capacity to change and speculates on ways in which  progress  might  still  be  made  to  enhance  the  ways  in  which  Australia  as  a  nation  honours  the  promise  made  when  UNCRC  was  ratified.  This  is  important  for  teacher  educators to ensure our teachers embed teaching practices that prevent childhood sexual abuse. This will be of interest to those who design teacher education courses and policy makers