Listening to Children:A Childist Analysis of Children’s Participation in Family Law Cases

Building on critical childhood studies and childism, this paper analyses children’s participation in family law cases in Denmark. Spurred particularly by the UN Convention on the Rights of the Child, together with a general shift in the view on children, several jurisdictions, including Denmark, have implemented legislative reform in the last decades to accommodate children’s participation rights. Even though such legal participation rights have increased, research in the family law field indicates that children’s perspectives are often undermined or excluded. An analysis of qualitative data (workshops, observations, and interviews) establishes how the positioning of children and children’s perspectives (as well as how “listening to children” is enacted) can be crucial to understanding the mechanisms that either subsidize or undermine children’s perspectives in family law cases. The paper argues further that “listening emergent” to children can offer a path to deconstructing the norms and structures that undermine and exclude children’s views—and thus offer a childist contribution to childhood researchBuilding on critical childhood studies and childism, this paper analyses children’s participation in family law cases in Denmark. Spurred particularly by the UN Convention on the Rights of the Child, together with a general shift in the view on children, several jurisdictions, including Denmark, have implemented legislative reform in the last decades to accommodate children’s participation rights. Even though such legal participation rights have increased, research in the family law field indicates that children’s perspectives are often undermined or excluded. An analysis of qualitative data (workshops, observations, and interviews) establishes how the positioning of children and children’s perspectives (as well as how “listening to children” is enacted) can be crucial to understanding the mechanisms that either subsidize or undermine children’s perspectives in family law cases. The paper argues further that “listening emergent” to children can offer a path to deconstructing the norms and structures that undermine and exclude children’s views—and thus offer a childist contribution to childhood research

Children’s Wellbeing and Children’s Rights:A Nordic Perspective

Children’s rights and wellbeing have increasingly attracted attention both politically and in the scholarly field [...

Student engagement: Potentials of the flipped classroom approach

This article explores the blended learning model of flipping the classroom in the context of higher education across a range of disciplinary settings to examine student engagement. Flipping the classroom is a model that reverses at-home assignments and in-person classroom lectures. Pre-recorded lectures are viewed outside of the class, and in-person classroom time is devoted to interactive activities. Our aim was to explore the flipped classroom’s potential and pitfalls, particularly in the context of the problem-based learning model applied at Roskilde University. We implemented the flipped classroom approach in our own teaching as experiments in five independent interventions. Through observing each other’s classes, surveys, and reflexive notetaking, we experienced the approach to increase students’ emotional engagement, as it gives more time in the classroom for interactive activities. According to constructivist learning theory, these activities stimulate learning. From a teacher’s perspective, it was generally experienced as rewarding, but also time consuming.This article explores the blended learning model of flipping the classroom in the context of higher education across a range of disciplinary settings to examine student engagement. Flipping the classroom is a model that reverses at-home assignments and in-person classroom lectures. Pre-recorded lectures are viewed outside of the class, and in-person classroom time is devoted to interactive activities. Our aim was to explore the flipped classroom’s potential and pitfalls, particularly in the context of the problem-based learning model applied at Roskilde University. We implemented the flipped classroom approach in our own teaching as experiments in five independent interventions. Through observing each other’s classes, surveys, and reflexive notetaking, we experienced the approach to increase students’ emotional engagement, as it gives more time in the classroom for interactive activities. According to constructivist learning theory, these activities stimulate learning. From a teacher’s perspective, it was generally experienced as rewarding, but also time consuming

Student Engagement: Potentials of the Flipped Classroom Approach

This article explores the blended learning model of flipping the classroom in the context of higher education across a range of disciplinary settings to examine student engagement. Flipping the classroom is a model that reverses at-home assignments and in-person classroom lectures. Pre-recorded lectures are viewed outside of the class, and in-person classroom time is devoted to interactive activities. Our aim was to explore the flipped classroom’s potential and pitfalls, particularly in the context of the problem-based learning model applied at Roskilde University. We implemented the flipped classroom approach in our own teaching as experiments in five independent interventions. Through observing each other’s classes, surveys, and reflexive notetaking, we experienced the approach to increase students’ emotional engagement, as it gives more time in the classroom for interactive activities. According to constructivist learning theory, these activities stimulate learning. From a teacher’s perspective, it was generally experienced as rewarding, but also time consuming