Children’s spaces of belonging in schools: bringing theories and stakeholder perspectives into dialogue

Abstract

ABSTRACT This paper discusses the question: What is the explanatory power of bringing into dialogue theories of space and place with participatory research approaches that focus on joint perspectives of pupils, teachers and researchers in understanding the dynamics of children’s places of belonging in schools? It advances an argument that understanding children’s spaces of belonging in schools is relatively limited, particularly from a theoretically sophisticated stance or from children’s perspectives. The paper concludes that bringing together concepts of relational space as analytical tools with a participatory approach can create a third space that challenges binary positioning of ‘in/out’ with the potential to act as a safe haven for reflection and growth.