@article{ref1,
title="Children's experiences during circle-time: a call for research-informed debate",
journal="Pastoral care in education",
year="2013",
author="Leach, Tony and Lewis, Ellie",
volume="31",
number="1",
pages="43-52",
abstract="The concept of pupil voice is widely employed in research from across the world when claiming children and young people have a genuine, legitimate right to be heard on matters they consider important, and when considering ways of engaging them as important &quot;influencers&quot; of policy and decision-making. This article is concerned with problematic issues around power and pupil voice during circle-time. It is argued that the space in which children and young people are &quot;allowed&quot; a voice is prescribed by adults and is frequently located within interventions for improving schools, pupil behaviour and promoting their social and emotional development. Based on a rigorous analysis of the findings from a small case study about children's experiences during circle-time, and using the concepts of social identity and social representation, this article highlights the dangers of inadvertently creating a climate within which children can feel isolated and threatened, and bullying can thrive. Increasingly, it would seem children are being invited and expected to reveal things in circle-time that will need careful and experienced handling from the point of safeguarding the child's well-being, offering the required support and ensuring the child's protection and confidentiality. It is argued these findings highlight the need for a robust research-informed debate about children's lived experiences during circle-time, and the impact of those experiences in terms of children's identities and self-esteem. <p /> <p>Language: en</p>",
language="en",
issn="0264-3944",
doi="10.1080/02643944.2012.702781",
url="http://dx.doi.org/10.1080/02643944.2012.702781"
}