Increasing attention to the relationships between transitions, power, spaces and schooling, this article explores the disjuncture between seemingly liberal concepts in transition processes and hierarchical abuse of power. The ethnographic study focuses on transition, as children move from one early years setting to four schools in one Scottish city. Overall, the study found that the perspectives of children can often be silenced by educational professionals, or overshadowed and undermined by procedures. Children were expected to become acquiescent, as they adjusted to coercive practices that limited children’s access to spaces in school. The results suggest a need for a commitment to listening approaches, which may encourage educationalists to become respectful and responsive to children’s transition discourses and subsequent social realities.
|Number of pages||6|
|Journal||Scottish Educational Review|
|Publication status||Published - 1 Jan 2020|
- early childhood
- children’s rights
- adult role