Beyond the binaries that keep us from writing with and like children

Shelley Kinash, Kirsten Kinash

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

    Abstract

    This chapter was written through a mother/daughter partnership. The mother is a university academic with a PhD in educational technology. The daughter is a digital native (which means that she is of the generation of children who have grown up never experiencing a life without computers and the Internet) in primary school. The initial question compelling this collaboration was, “Why aren’t children encouraged and acknowledged as authentic authors of scholarly publications.” The question was initially framed as a social justice issue about children’s rights and epistemological deprivation. However, what became evident is that the assumed victims might not be interested in our advocacy. Children are not protesting exclusion from authorship of static texts because they have moved on to a different medium entirely. In other words, this chapter was conceived to address the binary of adult/child rights and grew to address the binary of adult/child construction and use of text.

    Original languageEnglish
    Title of host publicationBeyond binaries in education research
    EditorsW Midgley, M Tyler, PA Danaher, A Mander
    Place of PublicationNew York
    PublisherRoutledge
    Chapter8
    Pages100-118
    Number of pages19
    ISBN (Electronic) 9781136723322, 9780203816608
    ISBN (Print)9780415885126
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    children's rights
    educational technology
    deprivation
    social justice
    primary school
    exclusion
    Internet
    university

    Cite this

    Kinash, S., & Kinash, K. (2011). Beyond the binaries that keep us from writing with and like children. In W. Midgley, M. Tyler, PA. Danaher, & A. Mander (Eds.), Beyond binaries in education research (pp. 100-118). New York: Routledge. https://doi.org/10.4324/9780203816608
    Kinash, Shelley ; Kinash, Kirsten. / Beyond the binaries that keep us from writing with and like children. Beyond binaries in education research. editor / W Midgley ; M Tyler ; PA Danaher ; A Mander. New York : Routledge, 2011. pp. 100-118
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    abstract = "This chapter was written through a mother/daughter partnership. The mother is a university academic with a PhD in educational technology. The daughter is a digital native (which means that she is of the generation of children who have grown up never experiencing a life without computers and the Internet) in primary school. The initial question compelling this collaboration was, “Why aren’t children encouraged and acknowledged as authentic authors of scholarly publications.” The question was initially framed as a social justice issue about children’s rights and epistemological deprivation. However, what became evident is that the assumed victims might not be interested in our advocacy. Children are not protesting exclusion from authorship of static texts because they have moved on to a different medium entirely. In other words, this chapter was conceived to address the binary of adult/child rights and grew to address the binary of adult/child construction and use of text.",
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    Kinash, S & Kinash, K 2011, Beyond the binaries that keep us from writing with and like children. in W Midgley, M Tyler, PA Danaher & A Mander (eds), Beyond binaries in education research. Routledge, New York, pp. 100-118. https://doi.org/10.4324/9780203816608

    Beyond the binaries that keep us from writing with and like children. / Kinash, Shelley; Kinash, Kirsten.

    Beyond binaries in education research. ed. / W Midgley; M Tyler; PA Danaher; A Mander. New York : Routledge, 2011. p. 100-118.

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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    Kinash S, Kinash K. Beyond the binaries that keep us from writing with and like children. In Midgley W, Tyler M, Danaher PA, Mander A, editors, Beyond binaries in education research. New York: Routledge. 2011. p. 100-118 https://doi.org/10.4324/9780203816608