Page 99 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
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u. boljka et al. ■ who calls the shots? the insiders and outsiders ...
Parliament) (Boljka et al., 2019; Strehar, 2011). Which children are the
most active in these activities and which factors influence their decision
to become involved? This is, we argue, chiefly influenced by children’s per-
sonality traits, their communication competencies, leadership skills and
motivation to be involved, but also by school professionals who act as a
gatekeepers favouring particular groups of children over others.
Even though some focus group participants claimed that the so-
cio-economic or cultural background does not seem to be crucial (or bet-
ter, that it should not be crucial) for the child to be selected as a class
representative or forum participant and that what matters is (or better,
should be) the child’s motivation and ideas, the practice clearly shows that
children who are more eloquent, who are actively involved in class and
outside school activities, children with exemplary behaviour, and driven,
independent, reliable, trusted and popular children among classmates and
teachers are usually selected.
It doesn’t matter how much money someone has or how much someone
can afford. What matters are the ideas and willingness to stand up for
everybody. (Vanaly, 13 years, elementary school 2)
If, on one side, the above characteristics make a child suitable for en-
gaging in participation practices, what kind of personality traits or lack
of competencies for participation prevent a child from being eligible for
participation? The following discussion from a focus group in elementary
school 1 provides an insight into this:
Moderator: But who wouldn’t be suitable enough [to be chosen a class
representative]?
Kai, 14 years: For example, our classmate XY, who for example is not ...
(laughter)
Eva, 8 years: Once he was almost kicked out of school.
Kai: Once, he was almost held back.
Ana, 14 years: And argues with the teacher.
Nikki, 14 years old: Well, he’s dyslexic.
Moderator: But, if someone is dyslexic, do you think one is less suitable
to be the class president?
Ana: No, but one has to be a role model for others.
Eva: We wouldn’t want someone who gets into all kinds of trouble to be
the class president.
The discussion shows that some personal traits outside the control
of children (being dyslexic) may prove (at least in the eyes of some pu-
pils) to be the exact trait which prevents someone from becoming a class
97
Parliament) (Boljka et al., 2019; Strehar, 2011). Which children are the
most active in these activities and which factors influence their decision
to become involved? This is, we argue, chiefly influenced by children’s per-
sonality traits, their communication competencies, leadership skills and
motivation to be involved, but also by school professionals who act as a
gatekeepers favouring particular groups of children over others.
Even though some focus group participants claimed that the so-
cio-economic or cultural background does not seem to be crucial (or bet-
ter, that it should not be crucial) for the child to be selected as a class
representative or forum participant and that what matters is (or better,
should be) the child’s motivation and ideas, the practice clearly shows that
children who are more eloquent, who are actively involved in class and
outside school activities, children with exemplary behaviour, and driven,
independent, reliable, trusted and popular children among classmates and
teachers are usually selected.
It doesn’t matter how much money someone has or how much someone
can afford. What matters are the ideas and willingness to stand up for
everybody. (Vanaly, 13 years, elementary school 2)
If, on one side, the above characteristics make a child suitable for en-
gaging in participation practices, what kind of personality traits or lack
of competencies for participation prevent a child from being eligible for
participation? The following discussion from a focus group in elementary
school 1 provides an insight into this:
Moderator: But who wouldn’t be suitable enough [to be chosen a class
representative]?
Kai, 14 years: For example, our classmate XY, who for example is not ...
(laughter)
Eva, 8 years: Once he was almost kicked out of school.
Kai: Once, he was almost held back.
Ana, 14 years: And argues with the teacher.
Nikki, 14 years old: Well, he’s dyslexic.
Moderator: But, if someone is dyslexic, do you think one is less suitable
to be the class president?
Ana: No, but one has to be a role model for others.
Eva: We wouldn’t want someone who gets into all kinds of trouble to be
the class president.
The discussion shows that some personal traits outside the control
of children (being dyslexic) may prove (at least in the eyes of some pu-
pils) to be the exact trait which prevents someone from becoming a class
97
