Participatory research with children as a training ground for democratic education

The international study ‘Feel good: Children’s view on inclusion’ (Pastori, Pagani & Sarcinelli, 2020), set within the broader collaborative project H2020 ISOTIS (Inclusive Education and Social Support to Tackle Inequality in Society, 2017-2019), involved over 300 children (145 aged 4-5; 139 aged 9-11 years; 45 aged 11-14) from 8 countries in participatory research experiences. The study aimed at exploring: a) children’s perspectives on inclusion and well-being at school in educational contexts characterized by high cultural diversity and social inequality; b) what children identified as quality indicators of school inclusiveness; c) their suggestions to make school more welcoming and inclusive to each child. Special attention was devoted to implementing (at least some of) the proposals advanced by the research participants, to allow children to have a tangible experience of democratic life (Welty & Lundy, 2013) and develop their skills and awareness as knowledgeable, responsible and active citizens in their communities (UN, 1989). The theoretical framework built upon Anthropology and Sociology of Childhood (Corsaro, 1997), socio-constructivist early childhood pedagogy (Clark & Moss, 2001), Student’s Voice approach (Cook-Sather, 2002; Fielding 2012), and the threefold definition of education about, for and through democracy (Gollob et al., 2010). Set within a qualitative and phenomenological paradigm of research (Denzin & Lincoln, 2015), a participatory methodology and a multi-method approach were adopted, using different methods and techniques to meet the need of triangulation and to recognize children’s many languages (Edwards, Gandini & Forman, 1998). Dealing with delicate issues, critical reflectivity was dedicated to balance children’s right to participate with the need to ensure a worthwhile and well-being experience, shifting from a ‘research on children’ to a ‘research with and for them’ (Mayall, 2003; Mortari, 2009). The paper will present the educational and formative impact of the study on the participants and their school contexts, discussing the value of involving children in participatory research experiences designed as an empowering training ground for democratic education and active citizenship.