Children`s Voices: Child-Centred Approach to Research (A Case Study of the Inclusion of Migrant Children)
Keywords:
immigrants, children, sociology, child-centred approachSynopsis
The monograph Children`s Voices: A Child-Centred Approach to Research (A Case Study of the Inclusion of Migrant Children) offers a comprehensive sociological analysis of the child-centred perspective, its characteristics, and the challenges of its implementation in research. It explores what child-centred research means in theory, the methodological approaches it entails, and the ethical issues it raises. The monograph also presents the research process as a space for reflecting on the role of the researcher, the power relations between adults and children within this process, and children as co-creators of the research process.
The monograph is divided into three main sections: the first provides a theoretical definition of the child-centred perspective, the second examines the epistemological, methodological, and ethical aspects of researching children from a child-centred perspective, and the third presents an empirical case study.
The child-centred perspective is characterised by placing children, their views, and opinions at the centre, recognising their agency, acknowledging the “contextuality” of children’s voices, and understanding the lives of (migrant) children beyond dualistic perspectives. Methodologically, the child-centred perspective is marked by the use of (innovative) methods, usually of a qualitative nature or a combination of methods, in which children are actively involved in the research process. However, the methods themselves are not inherently child-centred; rather, researchers play a central role through their reflexivity and ethical care beyond procedural ethics.
The monograph also addresses the niche area at the intersection of child-centred research and the sociology of migration, recognising the importance of understanding (migrant) children’s experiences and views on migration and integration. The challenges of the child-centred perspective in researching the integration of migrant children are divided into three sections: challenges of definition, challenges of conducting research with children, and challenges related to recognising the complexity of migrant children’s lives. In the empirical section, five key themes are identified that characterise children’s views on integration in relation to language: 1) responsibility for integration, 2) othering, 3) the coexistence of inclusion and exclusion, 4) language as an element of vulnerability and agency, and 5) children as linguistic and intercultural mediators.
References
Abdul-Rida, C. in Nauck, B. (2014). Migration and Child Well-Being. V A. Ben-Arieh, F. Casas, I. Frønes, in J. E. Korbin (ur.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective (str. 3101–3143). Springer Netherlands.
Abebe, T. (2019). Reconceptualising Children’s Agency as Continuum and Interdependence. Social Sciences, 8(3), 81. https://doi.org/10.3390/socsci8030081
Adam, F. (2004). Talcott Parsons (1902—1979). V F. Adam in M. Tomšič (ur.), Kompendij socioloških teorij (str. 153–154). Študentska založba.
Ahad, A. in Benton, M. (2018). Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion. Migration Policy Institute Europe. https://migrant-integration.ec.europa.eu/sites/default/files/2018-04/MPI_EduMainstreaming20-FINAL.pdf
Aitken, S. C. (2001). Global crises of childhood: Rights, justice and the unchildlike child. Area, 33(2), 119–127. https://doi.org/10.1111/1475-4762.00015
Alanen, L. (1988). Rethinking Childhood. Acta Sociologica, 31(1), 53–67. https://doi.org/10.1177/000169938803100105
Alanen, L. (2009). Generational Order. V J. Qvortrup, W. A. Corsaro in M.S. Honig (ur.), The Palgrave Handbook of Childhood Studies (str. 159–174). Palgrave Macmillan.
Alanen, L. (2014). Childhood and Intergenerationality: Toward an Intergenerational Perspective on Child Well-Being. V A. Ben-Arieh, F. Casas, I. Frønes in J. E. Korbin (ur.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective (str. 131–160).
Alderson, P. (2001). Research by children. International Journal of Social Research Methodology, 4(2), 139–153. https://doi.org/10.1080/13645570120003
Allen, D. (2006). Who’s in and who’s out? Language and the integration of new immigrant youth in Quebec. International Journal of Inclusive Education, 10(2–3), 251–263. https://doi.org/10.1080/13603110500256103
Anderson, B. in Blinder, S. (2019). BRIEFING Who Counts as a Migrant? Definitions and their Consequences. The Migration Observatory at the University of Oxford. https://migrationobservatory.ox.ac.uk/resources/briefings/who-counts-as-a-migrant-definitions-and-their-consequences/
Ansell, N. (2005). Children, Youth and Development. Routledge.
Anthias, F. (2002). Where do I belong?: Narrating collective identity and translocational positionality. Ethnicities, 2(4), 491–514. https://doi.org/10.1177/14687968020020040301
Anthias, F. (2008). Thinking through the lens of translocational positionality: An intersectionality frame for understanding identity and belonging. Translocations: Migration and Social Change, 4(1).
Antonini, R. (2016). Caught in the middle: Child language brokering as a form of unrecognised language service. Journal of Multilingual and Multicultural Development, 37(7), 710–725. https://doi.org/10.1080/01434632.2015.1127931
Archard, D. (2004). Children: Rights and childhood (2. izd.). Routledge.
Ariès, P. (1962). Centuries of Childhood. A Social History of Family Life. Alfred A. Knopf.
Arun, S., Badwan, K. in Taibi, H. (2023). Introduction. V S. Arun, K. Badwan, H. Taibi in F. Batool (ur.), Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach (str. 1–16). Routledge.
Arun, S., Badwan, K., Taibi, H. in Batool, F. (2023). Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach. Routledge.
Atkinson, C. (2019). Ethical complexities in participatory childhood research: Rethinking the ‘least adult role’. Childhood, 26(2), 186–201. https://doi.org/10.1177/0907568219829525
Avramidis, E., Bayliss, P. in Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the south-west of England. International Journal of Inclusive Education, 6(2), 143–163. https://doi.org/10.1080/13603110010017169
Bajo Marcos, E., Fernández, M. in Serrano, I. (2022). Happy to belong: Exploring the embeddedness of well-being in the integration of migrant and refugee minors. Current Psychology. https://doi.org/10.1007/s12144-022-03341-2
Baraldi, C. (2020). Roots and Problems of Universalism. The Concept of Childen`s Agency. V C. Baraldi in L. R. de Castro (ur.), Global Childhoods in International Perspective: Universality, Diversity and Inequalities (str. 15–32). SAGE Publications.
Baraldi, C. (2021). The Approach of the CHILD-UP Project to Children-Centred and Dialogic Education. V M. Sedmak, F. Hernández-Hernández, J. María. Sancho in B. Gornik (ur.), Migrant Children’s Integration and Education in Europe Approaches, Methodologies and Policies (str. 119–140). Octaedro.
Baraldi, C. (ur.). (2023). Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools; Researching Hybrid Integration. Routledge.
Baraldi, C. in Rabello De Castro, L. (ur.). (2020a). Global Childhoods in International Perspective: Universality, Diversity and Inequalities. Sage.
Baraldi, C. in Rabello De Castro, L. (2020b). Introduction. V C. Baraldi in L. R. de Castro (ur.), Global Childhoods in International Perspective: Universality, DIversity and Inequalities (str. 1–10). SAGE Publications.
Barker, J. in Weller, S. (2003). “Is it fun?” developing children centred research methods. International Journal of Sociology and Social Policy, 23(1/2), 33–58. https://doi.org/10.1108/01443330310790435
Baskar, B. (2013). Kako geografi, antropologi in literarni teoretiki pripovedujejo o prostorskem obratu. Primerjalna književnost, 36(2), 27–42.
Ben-Arieh, A. (2005). Where are the Children? Children’s Role in Measuring and Monitoring Their Well-Being. Social Indicators Research, 74(3), 573–596. https://doi.org/10.1007/s11205-004-4645-6
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475
Bhabha, J. (2014). Child Migration & Human Rights in a Global Age. Princeton University Press.
Bhabha, J. in Abel, G. (2019). Children and unsafe migration. V World Migration Report 2020 (str. 231–251). United Nations. https://www.un-ilibrary.org/content/books/9789290687894s004-c004
Bordonaro, L. I. in Payne, R. (2012). Ambiguous agency: Critical perspectives on social interventions with children and youth in Africa. Children’s Geographies, 10(4), 365–372. https://doi.org/10.1080/14733285.2012.726065
Boyden, J. (1997). Childhood and the Policy Makers: A Comparative Perspective on the Globalization of Childhood. V A. James in A. Prout (ur.), Constructing and Reconstructing Childhood.Contemporary Issues in the Sociological Study of Childhood (str. 187–226). Falmer Press.
Braun, V. in Clarke, V. (2022). Thematic Analysis. A practical guide. SAGE.
Buić, M. in Palčič, V. (2019). Vključevanje priseljencev v lokalno okolje (delovni dokument). Kulturno izobraževalno društvo PiNA.
Burr, R. (2002). Global and Local Approaches to Children’s Rights in Vietnam. Childhood, 9(1), 49–61. https://doi.org/10.1177/
Bushin, N. (2009). Researching family migration decision-making: A children-in-families approach: Children and Migration Decision-Making. Population, Space and Place, 15(5), 429–443. https://doi.org/10.1002/psp.522
Canosa, A., Graham, A. in Wilson, E. (2018). Reflexivity and ethical mindfulness in participatory research with children: What does it really look like? Childhood, 25(3), 400–415. https://doi.org/10.1177/0907568218769342
Castillo Goncalves, D. (2020). Distinctive ethical challenges in qualitative research with migrant children. Qualitative Research Journal, 20(3), 293–303. https://doi.org/10.1108/QRJ-10-2019-0076
Chase, E., Otto, L., Belloni, M., Lems, A. in Wernesjö, U. (2020). Methodological innovations, reflections and dilemmas: The hidden sides of research with migrant young people classified as unaccompanied minors. Journal of Ethnic and Migration Studies, 46(2), 457–473. https://doi.org/10.1080/1369183X.2019.1584705
EUROSTAT. (2023, 20. marec). Children in migration. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Children_in_migration
Chimienti, M., Bloch, A., Ossipow, L. in de Wenden, C. W. (2019). Second generation from refugee backgrounds in Europe. Comparative Migration Studies, 7(1), 40, s40878-019-0138–2. https://doi.org/10.1186/s40878-019-0138-2
Christensen, P. (2004). Children’s participation in ethnographic research: Issues of power and representation. Children & Society, 18(2), 165–176. https://doi.org/10.1002/chi.823
Christensen, P. in James, A. (2000a). Childhood Diversity and Commonality. V P. Christensen & A. James (ur.), Research with Children: Perspectives and Practices (str. 160–178). Falmer Press.
Christensen, P. in James, A. (2000b). Research with Children: Perspectives and Practices. Falmer Press.
Christensen, P. in Prout, A. (2002). Working with Ethical Symmetry in Social Research with Children. Childhood, 9(4), 477–497. https://doi.org/10.1177/0907568202009004
Christensen, P. in Prout, A. (2005). Anthropological and Sociological Perspectives on the Study of Children. V S. Greene in D. Horgan (ur.), Researching Children’s Experience: Methods and Approaches (str. 42–60). SAGE Publications.
Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care, 175(6), 489–505. https://doi.org/10.1080/03004430500131288
Clark, A. in Moss, P. (2011). Listening to young children: The mosaic approach. Jessica Kingsley Publishers.
Clark, C. D. (2011). In a younger voice: Doing child-centered qualitative research. Oxford University Press.
Cook, D. T. (2015). A politics of becoming: When ‘child’ is not enough. Childhood, 22(1), 3–5. https://doi.org/10.1177/0907568214558762
Corsaro, W. A. (2018). The Sociology of Childhood (5. izd.). SAGE.
Coyne, I. in Carter, B. (ur.). (2018). Being Participatory: Researching with Children and Young People: Co-constructing Knowledge Using Creative Techniques. Springer International Publishing. https://doi.org/10.1007/978-3-319-71228-4
Crenshaw. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299.
Crivello, G., Camfield, L. in Woodhead, M. (2009). How Can Children Tell Us About Their Wellbeing? Exploring the Potential of Participatory Research Approaches within Young Lives. Social Indicators Research, 90(1), 51–72. https://doi.org/10.1007/s11205-008-9312-x
Dados, N. in Connell, R. (2012). The Global South. Contexts, 11(1), 12–13. https://doi.org/10.1177/1536504212436479
de Castro, L. R. (2020). Why global? Children and childhood from a decolonial perspective. Childhood, 27(1), 48–62. https://doi.org/10.1177/0907568219885379
Dekleva, B. in Razpotnik, Š. (2002). Čefurji so bili rojeni tu: Življenje mladih priseljencev druge generacije v Ljubljani. Inštitut za kriminologijo pri Pravni fakulteti.
Dekleva, B. in Razpotnik, Š. (2013). Čefurji so bili rojeni tu: Življenje mladih priseljencev druge generacije v Ljubljani. Inštitut za kriminologijo pri Pravni fakulteti.
Desfor Edles, L. in Appelrouth, S. (2015). Sociological theory in the classical era: Text and readings. SAGE Publications.
Devine, D. (2009). Mobilising capitals? Migrant children’s negotiation of their everyday lives in school. British Journal of Sociology of Education, 30(5), 521–535. https://doi.org/10.1080/01425690903101023
Devine, D. (2013). ‘Value’ing Children Differently? Migrant Children in Education. Children & Society, 27(4), 282–294. https://doi.org/10.1111/chso.12034
Dežan, L. in Sedmak, M. (2020). Policy and Practice: The integration of (newly arrived) Migrant Children in Slovenian Schools. Annales, Ser. hist. sociol., 30(4), 559–574. https://doi.org/10.19233/ASHS.2020.37
Dežan, L. in Sedmak, M. (2021). National report on qualitative research. Newly arrived migrant children, Long-term migrant children, Local children. Znanstveno-raziskovalno središče Koper. https://dirros.openscience.si/IzpisGradiva.php?id=14725&lang=slv
Dobson, M. E. (2009). Unpacking children in migration research. Children’s Geographies, 7(3), 355–360. https://doi.org/10.1080/14733280903024514
Dražanová, L. in Geddes, A. (2022). Atitudes towards Ukrainian refugees and governmental responses in 8 European countries. Forum on the EU Temporary Protection Responses to the Ukraine War.
Due, C., Riggs, D. W. in Augoustinos, M. (2014). Research with Children of Migrant and Refugee Backgrounds: A Review of Child-Centered Research Methods. Child Indicators Research, 7, 209–227. https://doi.org/10.1007/s12187-013-9214-6
Durham, D. (2008). Apathy and Agency The Romance of Agency and Youth in Botswana. V J. Cole in D. Durham (ur.), Figuring the Future: Globalization and the Temporalities of Children and Youth (str. 151–178). School for Advanced Research Press.
Durkheim, É. (1895). The Rules of Sociological Method. V L. Desfor Edles in S. Appelrouth (ur.), Sociological Theory in the Classical Era: Text and Readings (str.122 -133). SAGE Publications.
Eder, D. in Fingerson, L. (2002). Interviewing Children and Adolescents. V J. F. Gubrium in J. A. Holstein (ur.), Handbook of interview research: Context and method (str. 181–201). SAGE Publications. https://doi.org/10.4135/9781412973588
Edwards, R. (2013). Power and trust: An academic researcher’s perspective on working with interpreters as gatekeepers. International Journal of Social Research Methodology, 16(6), 503–514. https://doi.org/10.1080/13645579.2013.823276
Einarsdóttir, J. (2007). Research with children: Methodological and ethical challenges. European Early Childhood Education Research Journal, 15(2), 197–211. https://doi.org/10.1080/13502930701321477
Ensor, M. O. (2010). Understanding Migrant Children: Conceptualiza-tions, Approaches, and Issues. V M. O. Ensor in E. M. Goździak (ur.), Children and Migration At the Crossroads of Resiliency and Vulnerability (str. 15–35). Palgrave Macmillan.
Ensor, M. O. in Goździak, E. M. (2010). Children and Migration: At the Crossroads of Resiliency and Vulnerability. Palgrave Macmillan.
Escobar, A. (2004). Beyond the Third World: Imperial globality, global coloniality and anti-globalisation social movements. Third World Quarterly, 25(1), 207–230. https://doi.org/10.1080/0143659042000185417
Esser, F. (2016). Neither “thick” nor “thin” Reconceptualising agency and childhood relationally. V F. Esser, M. S. Baader, T. Betz in B. Hungerland (ur.), Reconceptualising Agency and Childhood (str. 48–60). Routledge.
Esser, F., Baader, M. S., Betz, T. in Hungerland, B. (ur.). (2016). Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies. Routledge.
Ethical Research Involving Children. (2023). https://childethics.com/
Evans, M. in Liu, Y. (2018). The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England. Journal of Language, Identity & Education, 17(3), 152–167. https://doi.org/10.1080/15348458.2018.1433043
Evans, R. in Holt, L. (ur.). (2017). Methodological Approaches. Springer Singapore. https://doi.org/10.1007/978-981-287-020-9
Evropska komisija. (2020). Akcijski načrt za integracijo in vključevanje za obdobje 2021–2027. COM(2020), 24. November. Evropska Komisija. https://eur-lex.europa.eu/legal-content/SL/TXT/PDF/?uri=CELEX:52020DC0758
Facca, D., Gladstone, B. in Teachman, G. (2020). Working the Limits of “Giving Voice” to Children: A Critical Conceptual Review. International Journal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920933391
Fattore, T., Mason, J. in Watson, E. (2007). Children’s conceptualisation(s) of their well-being. Social Indicators Research, 80, 5–29. https://doi.org/10.1007/s11205-006-9019-9
Fattore, T., Mason, J. in Watson, E. (2012). Locating the Child Centrally as Subject in Research: Towards a Child Interpretation of Well-Being. Child Indicators Research, 5, 423–435. https://doi.org/10.1007/s12187-012-9150-x
Fine, G. A. in Sandstrom, K. L. (1988). Knowing Children Participant Observation with Minors. Sage Publications.
Fitzgerald, C. (2021). Reflections on conducting qualitative school-based research with children: A research note. Research in Education, 111(1), 3–13. https://doi.org/10.1177/0034523720970990
Goswami, H. in Pollock, G. (2025) A Child-Centered Approach to Longitudinal Survey Data Collection. V B. Gornik, Z. Medarić in M Sedmak (ur.), The Oxford Handbook of Child-Centered Approaches to Migrant Children, Oxford Handbooks. https://doi.org/10.1093/oxfordhb/9780197654750.013.11
EUROSTAT (2024). Foreign-born population by sex, age, main reason for migrating, country of birth and educational attainment level. https://ec.europa.eu/eurostat/databrowser/view/lfsa_pganedm/default/table?lang=en.
Gallacher, L.-A. in Gallagher, M. (2008). Methodological Immaturity in Childhood Research?: Thinking through `participatory methods’. Childhood, 15(4), 499–516. https://doi.org/10.1177/0907568208091672
García-Sánchez, I. in Orellana, M. F. (ur.). (2019). Language and Cultural Practices in Communities and Schools Bridging Learning for Students from Non-Dominant Groups. Routledge.
Gardner, K. (2012). Transnational Migration and the Study of Children: An Introduction. Journal of Ethnic and Migration Studies, 38(6), 889–912. https://doi.org/10.1080/1369183X.2012.677170
General Comment No. 12 The right of the child to be heard. Convention on the Rights of the Child. (2009). Commitee on the Rights of the Child. https://www.refworld.org/legal/general/crc/2009/en/70207
Gibson, F., Fern, L., Oulton, K., Stegenga, K. in Aldiss, S. (2018). Being Participatory Through Interviews. V I. Coyne in B. Carter (ur.), Being Participatory: Researching with Children and Young People: Co-constructing Knowledge Using Creative Techniques. (str. 103-126) Springer International Publishing.
Gibson, J. E. (2012). Interviews and Focus Groups With Children: Methods That Match Children’s Developing Competencies. Journal of Family Theory & Review, 4(2), 148–159. https://doi.org/10.1111/j.1756-2589.2012.00119.x
Giddens, A. (1979). Agency, Structure. V A. Giddens, Central problems in social theory: Action, structure, and contradiction in social analysis (str. 49–95). Palgrave.
Giddens, A. in Sutton, P. W. (2017). Essential Concepts in Sociology (2. izd.). Polity Press.
Gittins, D. (1998b). The Child in Question. Macmillan Education UK.
Gornik, B. (2020). The Principles of Child-Centred Migrant Integration Policy: Conclusions from the Literature. Annales, Ser. hist. sociol., 30(4), 531–542.
Gornik, B., Medarić, Z., in Sedmak, M. (ur.) (2025). The Oxford Handbook of Child-centered Approaches to Migrant Children. Oxford University Press.
Gornik, B. in Sedmak, M. (2021). The Child-Centred Approach to the Integration of Migrant Children: The MiCREATE Project. V Mateja Sedmak, F. Hernández-Hernández, J. Sancho Gill in B. Gornik (ur.), Migrant Children`s Integration and Education in Europe Approaches, Methodologies and Policies. (str. 17-36). Octaedro.
Graham, A., Powell, M. A. in Taylor, N. (2015). Ethical Research Involving Children: Encouraging Reflexive Engagement in Research with Children and Young People. Children & Society, 29(5), 331–343. https://doi.org/10.1111/chso.12089
Graham, A., Powell, M. A., Taylor, N., Anderson, D. in Fitzgerald, R. (2013). Ethical research involving children. United Nations Children’s Fund (UNICEF).
Grzymala-Kazlowska, A. (2017). From connecting to social anchoring: Adaptation and ‘settlement’ of Polish migrants in the UK. Journal of Ethnic and Migration Studies, 44(2), 252–269. https://doi.org/10.1080/1369183X.2017.1341713
Guillemin, M. in Gillam, L. (2004). Ethics, Reflexivity, and “Ethically Important Moments” in Research. Qualitative Inquiry, 10(2), 261–280. https://doi.org/10.1177/1077800403262360
Guruge, S., Hynie, M., Shakya, Y., Akbari, A., Htoo, S. in Abiyo, S. (2015). Refugee Youth and Migration: Using Arts-Informed Research to Understand Changes in Their Roles and Responsibilities. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 16(3). https://doi.org/10.17169/fqs-16.3.2278
Haikkola, L. (2011). Making Connections: Second- Generation Children and the Transnational Field of Relations. Journal of Ethnic and Migration Studies, 37(8), 1201–1217. https://doi.org/10.1080/1369183X.2011.590925
Hanson, K., Abebe, T., Aitken, S. C., Balagopalan, S. in Punch, S. (2018). ‘Global/local’ research on children and childhood in a ‘global society’. Childhood, 25(3), 272–296. https://doi.org/10.1177/0907568218779480
Harden, J., Scott, S., Backett-Milburn, K. in Jackson, S. (2000). Can’t Talk, Won’t Talk?: Methodological Issues in Researching Children. Sociological Research Online, 5(2), 104–115. https://doi.org/10.5153/sro.486
Hardman, C. (2001). Can there be an anthropology of children? Childhood, 8(4), 501–517. https://doi.org/10.1177/0907568201008004006
Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. UNICEF International Child Development Centre. https://www.researchgate.net/publication/24139916_Children’s_Participation_From_Tokenism_To_Citizenship
Heath, S., Charles, V., Crow, G. in Wiles, R. (2007). Informed Consent, Gatekeepers and Go-Betweens: Negotiating Consent in Child- and Youth- Orientated Institutions. British Educational Research Journal, 33(3), 403–417. https://doi.org/10.1080/01411920701243651
Heaton, J. (2004). Reworking Qualitative Data. SAGE Publications. https://methods.sagepub.com/book/mono/reworking-qualitative-data/toc
Heaton, J. (2008). Secondary Analysis of Qualitative Data: An Overview. Historical Social Research, 33(3), 33–45. http://www.jstor.org/stable/20762299
Hengst, H. (2005). Complex Interconnections: The Global and the Local in Children’s Minds and Everyday Worlds. V J. Qvortrup (ur.), Studies in Modern Childhood: Society, Agency, Culture (str.21-39). Springer.
Hernández-Hernández, F. (2023). Preface: Thinking Researchers’ Positionalities about the Other and Opening to a Decolonised Research Gaze. V S. Arun, K. Badwan, H. Taibi in F. Batool (ur.), Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach (str. xxx–xxxiv). Routledge.
Hill, M. (2005). Ethical considerations in researching children’s experiences. V S. Greene in D. Horgan (ur.), Researching Children’s Experience: Methods and Approaches (str. 61–86). SAGE Publications.
Hlebec, V. in Mandič, S. (2021). Socialne inovacije kot nov tip kolektivnega delovanja. Teorija in praksa, 5–27. https://doi.org/10.51936/tip.58.1.5-27
Holland, S., Renold, E., Ross, N. J. in Hillman, A. (2010). Power, agency and participatory agendas: A critical exploration of young people’s engagement in participative qualitative research. Childhood, 17(3), 360–375. https://doi.org/10.1177/0907568210369310
Holloway, S. L. in Valentine, G. (2000). Children’s geographies and the New social studies of childhood. V S. L. Holloway in G. Valentine (ur.), Children’s Geographies: Playing, Living, Learning (str. 1–22). Routledge.
Holt, L. in Holloway, S. L. (2006). Editorial: Theorising other childhoods in a globalised World. Children’s Geographies, 4(2), 135–142. https://doi.org/10.1080/14733280600806817
Horgan, D. (2017). Child participatory research methods: Attempts to go ‘deeper’. Childhood, 24(2), 245–259. https://doi.org/10.1177/
Horgan, D. in Martin, S. (ur.). (2021). Children’s research advisory groups. V D. Horgan in D. Kennan, Child and Youth Participation in Policy, Practice and Research (1. izd., str. 168–181). Routledge. https://doi.org/10.4324/9781003099529-16
Horgan, D., Martin, S., O’Riordan, J. in Maier, R. (2022). Supporting languages: The socio-educational integration of migrant and refugee children and young people. Children & Society, 36(3), 369–385. https://doi.org/10.1111/chso.12525
Huijsmans, R. (2011). Child Migration and Questions of Agency: Review Essay: Child Migration and Questions of Agency. Development and Change, 42(5), 1307–1321. https://doi.org/10.1111/j.1467-7660.2011.01729.x
Irwin, S. in Winterton, M. (2012). Qualitative Secondary Analysis and Social Explanation. Sociological Research Online, 17(2), 1–12. https://doi.org/10.5153/sro.2626
Jalušič, V. in Bajt, V. (2020). A Paradigm Shift Framed by a Crisis: Recent Debates on Immigration and Integrationi Six EU Countries. Annales, Ser. hist. sociol., 30(4). https://doi.org/10.19233/ASHS.2020.34
Jalušič, V. in Bajt, V. (2022). Whose children? The EU and Member States’ integration policies in education. Studies in Ethnicity and Nationalism, 22(2), 165–179. https://doi.org/10.1111/sena.12368
James, A. (2007). Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials. American Anthropologist, 109(2), 261–272. https://doi.org/10.1525/aa.2007.109.2.261
James, A. (2009). Agency. V J. Qvortrup (ur.), The Palgrave Handbook of Childhood Studies (1st izd.) (str. 34–45). Palgrave Macmillan.
James, A. (2013). Socialising children. Palgrave Macmillan.
James, A. in James, A. (2012). Key Concepts in Childhood Studies (2.izd.). Sage.
James, A., Jenks, C. in Prout, A. (1998). Theorizing Childhood. Polity Press.
James, A. in Prout, A. (Ur.). (1997). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2. izd.). Falmer Press.
Janta, B. in Harte, E. (2016). Education of migrant children Education policy responses for the inclusion of migrant children in Europe. Research Report. Rand Europe.
Jelínková, M., Plaček, M. in Ochrana, F. (2024). The arrival of Ukrainian refugees as an opportunity to advance migrant integration policy. Policy Studies, 45(3–4), 507–531. https://doi.org/10.1080/01442872.2023.2289576
Jenks, C. (1996). Childhood. Routledge.
Jenks, C. (2009). Constructing childhood sociologically. V Kehily, M.J. (ur.), An introduction to Childhood studies (2. izd., str. 93–111). Open University Press.
Jensen, Q. S. (2011). Othering, identity formation and agency. Qualitative Studies, 2(2), 63–78. https://doi.org/10.7146/qs.v2i2.5510
Johnson, H. B. (2001). From the chicago school to the new sociology of children: The sociology of children and childhood in the United States, 1900–1999. Advances in Life Course Research, 6, 53–93. https://doi.org/10.1016/S1040-2608(01)80007-1
Kesby, M., Gwanzura-Ottemoller, F. in Chizororo, M. (2006). Theorising other, ‘other childhoods’: Issues emerging from work on HIV in urban and rural Zimbabwe. Children’s Geographies, 4(2), 185–202. https://doi.org/10.1080/14733280600807039
King, M. (2007). The Sociology of Childhood as Scientific Communication: Observations from a social systems perspective. Childhood, 14(2), 193–213. https://doi.org/10.1177/0907568207078327
Kirby, P. (2020). ‘It’s never okay to say no to teachers’: Children’s research consent and dissent in conforming schools contexts. British Educational Research Journal, 46(4), 811–828. https://doi.org/10.1002/berj.3638
Kirk, S. (2007). Methodological and ethical issues in conducting qualitative research with children and young people: A literature review. International Journal of Nursing Studies, 44(7), 1250–1260. https://doi.org/10.1016/j.ijnurstu.2006.08.015
Kirova, A. in Emme, M. (2008). Fotonovela as a Research Tool in Image-Based Participatory Research with Immigrant Children. International Journal of Qualitative Methods, 7(2), 35–57. https://doi.org/10.1177/160940690800700203
Klarenbeek, L. M. (2021). Reconceptualising ‘integration as a two-way process’. Migration Studies, 9(3).
Klocker, N. (2007). An example of ‘thin’ agency Child domestic workers in Tanzania. V Panelli, R., Punch, S. in Robson, E. (ur.), Global Perspectives on Rural Childhood and Youth Young Rural Lives (str. 83–94). Routledge.
Knörr, J. (2005). Childhood and Migration: From Experience to Agency. John Wiley & Sons, Ltd. https://onlinelibrary.wiley.com/doi/10.1002/9780470670590.wbeog067
Kogovšek Šalamon, N. in Bajt, V. (ur.). (2016). Razor—Wired reflections on migration movements through Slovenia in 2015. Peace Institute.
Komulainen, S. (2007). The Ambiguity of the Child’s „Voice“ in Social Research. Childhood, 14(1), 11–28. https://doi.org/10.1177/0907568207068561
Komulainen, S. (2020). Child`s voice. V The SAGE Encyclopedia of Children and Childhood Studies (str. 506–510). SAGE.
Konvencija Združenih narodov o otrokovih pravicah. (1989). Sprejeta na Generalni skupščini Združenih narodov 20. novembra 1989 z resolucijo št. 44/25. https://www.gov.si/assets/ministrstva/MZZ/Dokumenti/multilaterala/clovekove-pravice/porocila-SLO-po-instrumentih-o-clovekovih-pravicah/73241a9c65/Konvencija-o-otrokovih-pravicah.pdf
Kralj, A. (2008). Nezaželeni? Medijske in politične konstrukcije tujcev v Sloveniji. Dve domovini, (27). http://www.dlib.si/?URN=URN:NBN:SI:doc-WZOKPPLL
Kutor, S. K., Arku, G. in Bandauko, E. (2023). Instead of ‘writing against’ and discarding ‘immigrants’ integration, why not reconceptualize integration as a wicked concept? Comparative Migration Studies, 11(1), 9. https://doi.org/10.1186/s40878-023-00334-3
Lee, N. (2001). Childhood and Society: Growing up in an age of uncertainty. Open University Press.
Leonard, M. (2016). The sociology of children, childhood and generation. SAGE.
Leurs, K. (2025). A Child-Centered Approaches to Digital Research with Migrant Children. V B. Gornik, Z. Medarić, in M. Sedmak (ur.), The Oxford Handbook of Child-Centered Approaches to Migrant Children (1. izd., str. 317–332). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197654750.013.16
Levine, R. A. (2007). Ethnographic Studies of Childhood: A Historical Overview. American Anthropologist, 109(2), determinism. https://doi.org/10.1525/aa.2007.109.2.247
Lewis, A. (2010). Silence in the Context of ‘Child Voice’. Children & Society, 24(1), 14–23. https://doi.org/10.1111/j.1099-0860.2008.00200.x
Lundberg, A. in Dahlquist, L. (2012). Unaccompanied Children Seeking Asylum in Sweden: Living Conditions from a Child-Centred Perspective. Refugee Survey Quarterly, 31(2), 54–75. https://doi.org/10.1093/rsq/hds003
Mahon, A., Glendinning, C., Clarke, K. in Craig, G. (1996). Researching Children: Methods and Ethics. Children & Society, 10, 145–154.
Mandelc, D. in Gajić, V. (2022). Odnos večinskega prebivalstva do priseljenskih skupnosti: Celje in priseljenci albanske narodnosti. Teorija in praksa, 115–137. https://doi.org/10.51936/tip.59.1.115-137
Mandell, N. (1991). The least adult role in studying children. V Chaput Waksler, F. (ur.), Studying the Social Worlds of Children (str. 38–59). Falmer Press.
Manyukhina, J. in Wyse, D. (2021, marec 1). Children’s agency: What is it, and what should be done? [Blog]. https://www.bera.ac.uk/blog/childrens-agency-what-is-it-and-what-should-be-done. https://www.bera.ac.uk/blog/childrens-agency-what-is-it-and-what-should-be-done
Markowska-Manista in Liebel, M. (2023). Research with Migrant Children from Countries of the Global South From Ethical Challenges to the Decolonisation of Research in the Sensitive Contexts of Modernity. V Arun, S., Badwan, K., Haibi, H. in Batool, F. (ur.), Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach. (str. 19-34). Routledge.
Markowska-Manista, U. (2018). The ethical dilemmas of research with children from the countries of the Global South. Whose participation? Polish Journal of Educational Studies, 71(1), 51–65. https://doi.org/10.2478/poljes-2018-0005
Martin, S., Horgan, D., O’Riordan, J. in Maier, R. (2023a). Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions. International Journal of Inclusive Education, 1–20. https://doi.org/10.1080/13603116.2023.2222304
Mason, J. (2011). Facet Methodology: The Case for an Inventive Research Orientation. Methodological Innovations Online, 6(3), 75–92. https://doi.org/10.4256/mio.2011.008
Mayall, B. (2002). Towards a Sociology for Childhood: Thinking from Children’s Lives. Open University Press. https://books.google.si/books?id=mHpxQgAACAAJ
Mayall, B. (2013). A history of the sociology of childhood. Institute of Education Press.
Mayeza, E. (2017). Doing Child-Centered Ethnography: Unravelling the Complexities of Reducing the Perceptions of Adult Male Power During Fieldwork. International Journal of Qualitative Methods, (16), 1–10.
McAreavey, R. in Das, C. (2013). A Delicate Balancing Act: Negotiating with Gatekeepers for Ethical Research When Researching Minority Communities. International Journal of Qualitative Methods, 12(1), 113–131. https://doi.org/10.1177/160940691301200102
McAuliffe, M. in Oucho, L. A. (Ur.). (2024). World Migration Report 2024. International Organization for Migration (IOM).
Medarić, Z., Sedmak, M., Dežan, L. in Gornik, B. (2021). Integration of migrant children in Slovenian schools (La integración de los niños migrantes en las escuelas eslovenas). Culture and Education, 33(4), 758–785. https://doi.org/10.1080/11356405.2021.1973222
Medvešek, M. (2007). Razmišljanja o pojavih nestrpnosti in etnične distance v slovenski družbi. V Komac, M. (ur.), Priseljenci: Študije o priseljevanju in vključevanju v slovensko družbo (str. 187–217). Inštitut za narodnostna vprašanja.
Medvešek, M., Bešter, R. in Pirc, J. (2022). Mnenja večinskega prebivalstva Slovenije o priseljevanju, priseljencih in integraciji. Inštitut za narodnostna vprašanja.
Mencin Čeplak, M. (2012). The Individualisation of Responsibility and School Achievement. Czech Sociological Review, 48(6), 1093–1114. https://doi.org/10.13060/00380288.2012.48.6.04
Michalovich, A., Kendrick, M. in Early, M. (2022). Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos. Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2022.2086556
Mignolo, W. D. (2009). Epistemic Disobedience, Independent Thought and Decolonial Freedom. Theory, Culture & Society, 26(7–8), 159–181. https://doi.org/10.1177/0263276409349275
Milharčič-Hladnik, M. in Kožar Rosulnik, K. (2021). The Challenges of Integrating Migrant Children into the Slovenian Education System. V Sedmak, M., Hernández-Hernández, F., Sancho Gill, J., Gornik, B. (ur.), Migrant Children`s Integration and Education in Europe Approaches, Methodologies and Policies (str. 187–203).
Mitchell, L. M. (2006). Child-centered? Thinking Critically About Children’s Drawings as a Visual Research Method. Visual Anthropology Review, 22(1), 60–73. https://doi.org/10.1525/var.2006.22.1.60
Montreuil, M., Bogossian, A., Laberge-Perrault, E. in Racine, E. (2021). A Review of Approaches, Strategies and Ethical Considerations in Participatory Research With Children. International Journal of Qualitative Methods, 20, 160940692098796. https://doi.org/10.1177/1609406920987962
Moskal, M. (2015). ‘When I think home I think family here and there’: Translocal and social ideas of home in narratives of migrant children and young people. Geoforum, 58, 143–152. https://doi.org/10.1016/j.geoforum.2014.11.011
Moskal, M. (2017). Visual Methods in Research with Migrant and Refugee Children and Young People. V P. Liamputtong (ur.), Handbook of Research Methods in Health Social Sciences (str. 1723–1738). Springer Singapore. https://doi.org/10.1007/978-981-10-2779-6_42-1
Narat, T. in Boljka, U. (2017). Otrokocentričnost v sodobni družbi: Opredelitev in vloga koncepta. V Boljka, U. in Narat, T. (ur.), Generaciji navidezne svobode. Otroci in starši v sodobni družbi. (str. 1–25). Sophia.
Neag, A. (2019). Board Games as Interview Tools: Creating a Safe Space for Unaccompanied Refugee Children. Media and Communication, 7(2), 254–263. https://doi.org/10.17645/mac.v7i2.1817
Ní Laoire, C., Bushin, N., Carpena-Méndez, F. in White, A. (2009). Tell me About Yourself: Migrant children’s experiences of moving to and living in Ireland. University College Cork. https://hdl.handle.net/10468/5625
Ní Laoire, C., Carpena-Méndez, F. in White, A. (2011). Childhood and Migration in Europe: Portraits of Mobility, Identity and Belonging in Contemporary Ireland. Routledge.
Nieuwenhuys, O. (2010). Keep asking: Why childhood? Why children? Why global? Childhood, 17(3), 291–296. https://doi.org/10.1177/
Novak, M., Medica, K., Lunder Verlič, S., Pevec Semec, K., Jelen Madruša, M. in Mežan, J. (2012). Smernice za vključevanje otrok priseljencev v vrtce in šole. Zavod Republike Slovenije za šolstvo. http://eportal.mss.edus.si/msswww/programi2019/programi/media/pdf/smernice/cistopis_Smernice_vkljucevanje_otrok_priseljencev.pdf
Nusche, D. (2009). What Works in Migrant Education?: A Review of Evidence and Policy Options (OECD Education Working Papers No. 22; OECD Education Working Papers, Let. 22). https://doi.org/10.1787/227131784531
Odziv na predlog zakona o OŠ o uvedbi sprejemnih oddelkov za tujce. (2023, november 21). Zveza društev pedagoških delavcev Slovenije.
Orellana, M. F. in García-Sánchez, I. (2023). Language brokering and immigrant children’s everyday learning in home and community contexts. V H. Pinson, N. Bunar, & D. Devine (ur.), Research Handbook on Migration and Education. Edward Elgar Publishing Limited.
Orellana, M. F., Thorne, B., Chee, A. in Lam, W. S. E. (2001). Transnational Childhoods: The Participation of Children in Processes of Family Migration. Social Problems, 48(4), 572–591. https://doi.org/10.1525/sp.2001.48.4.572
Pajnik, M. (2017). Medijsko-politični paralelizem: Legitimizacija migracijske politike na primeru komentarja v časopisu »Delo«. Two Homelands, (46). https://doi.org/10.3986/dd.2017.1.13
Panelli, R., Punch, S. in Robson, E. (ur.). (2007). Global perspectives on rural childhood and youth: Young rural lives. Routledge.
Penninx, R. in Garcés-Mascareñas, B. (2016). The Concept of Integration as an Analytical Tool and as a Policy Concept. V B. Garcés-Mascareñas in R. Penninx (ur.), Integration Processes and Policies in Europe (str. 11–29). Springer International Publishing. https://doi.org/10.1007/978-3-319-21674-4_2
Pevec Semec, K., Rutar Ilc, Z., Klobasa, H., Fras Berro, F. in Rutar, S. (2024). Smernice za vključevanje otrok, učencev in dijakov iz drugih jezikovnih in kulturnih okolij v slovenski vzgojnoizobraževalni sistem. Zavod Republike Slovenije za šolstvo.
Pollock, G., Ozan, J. in Goswami, H. (2018). Notions of Well-Being, the State of Child Well-Being Research and the MYWeB Project. V Pollock, G., Ozan, J., Goswami, H., Rees, G. in Stasulane, A. (2018). Measuring youth well-being. Springer.
Popyk, A. (2021). Social Capital and Agency in the Peer Socialization Strategies of Migrant Children in Poland. Studia Migracyjne – Przegląd Polonijny, 4(182), 117–137. https://doi.org/10.4467/25444972SMPP.21.055.14808
Popyk, A. in Pustułka, P. (2023). Educational Disadvantages During COVID-19 Pandemic Faced by Migrant Schoolchildren in Poland. Journal of International Migration and Integration, 24(2), 487–505. https://doi.org/10.1007/s12134-022-00953-2
Powell, M. A., Graham, A. in Truscott, J. (2016). Ethical research involving children: Facilitating reflexive engagement. Qualitative Research Journal, 16(2). https://doi.org/10.1108/QRJ-07-2015-0056
Pravilnik o prilagoditvah šolskih obveznosti dijaku v srednji šoli. (2018). Uradni list RS, št. 30/18
Prout, A. (2005). The future of childhood towards the interdisciplinary study of children. Routledge Falmer : NetLibrary.
Prout, A. (2011). Taking a Step Away from Modernity: Reconsidering the New Sociology of Childhood. Global Studies of Childhood, 1(1), 4–14. https://doi.org/10.2304/gsch.2011.1.1.4
Prout, A. in James, A. (1990). A New Paradigm for the Sociology of Childhood? Provinance, Promise and Problems. V James, A. in Prout, A. (ur.), Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (str. 7–32).
Pucelj, M. in Šabec, K. (2019). Hate Speech Against Refugees and Migrants, Muslims and Covered Muslim Women in Slovenia Pucelj, Maja; Šabec, Ksenija. Časopis za Kritiko Znanosti, (268), 122–142.
Puhar, A. (2004). Prvotno besedilo življenja. Studia Humanitatis.
Punch, S. (2000). Children’s Strategies for Creating Playspaces. Negotiating independence in rural Bolivia. V Children’s Geographies (str. 41–54).
Punch, S. (2002). Research with Children. The same or different from research wih adults? Childhood, 9(3), 321–341.
Pupavac, V. (2001). Misanthropy Without Borders: The International Children’s Rights Regime. Disasters, 25(2), 95–112. https://doi.org/10.1111/1467-7717.00164
Qvortrup, J. (1993). Societal position of childhood: The international project Childhood as a Social Phenomenon. Childhood, 1(2), 119–124. https://doi.org/10.1177/090756829300100207
Qvortrup, J. (1994). Childhod Matters: An Introduction. V Qvortrup, J. (ur.), Childhood Matters. Social Theory, Practice and Politics (str. 1–23). Aldershot [etc.] : Avebury.
Qvortrup, J. (2005). Representations of children and childhood. V Qvortrup, J. (ur.), Studies in modern childhood: Society, agency, culture (str. 1–20).
Qvortrup, J. (2009a). Childhood as a Structural Form. V Qvortrup, J., Corsaro W. in Honig M. S. (ur.), The Palgrave Handbook of Childhood Studies (1. izd., str. 21–34). Palgrave Macmillan.
Qvortrup, J. (2009b). Structural, historical and comparative perspectives. Emerald JAI.
Qvortrup, J., Bardy, M., Sgritta, G. in Wintersberger, H. (ur.). (1994). Childhood Matters. Social Theory, Practice and Policy. Avebury.
Qvortrup, J., Corsaro, W. A. in Honig, M.-S. (ur.). (2009). The Palgrave handbook of childhood studies (Paperpack). Palgrave Macmillan.
Rener, T. (2018). „Seveda gre za otroke“: Družine v primežu (slovenskih) ideoloških bojev. V Ule, M., Kamin, T. in Švab, A. (ur.), Zasebno je politično. Kritične študije vsakdanjega življenja (str. 200–206). Fakulteta za družbene vede, Založba FDV.
Robson, E. (2004). Hidden Child Workers: Young Carers in Zimbabwe. Antipode, 36(2), 227–248. https://doi.org/10.1111/j.1467-8330.2004.00404.x
Robson, E. in Evans, R. (2020). Dilemmas of dealing with distress during interviews with children. https://childethics.com/. https://childethics.com/case-studies/dilemmas-of-dealing-with-distress-during-interviews-with-children-by-elsbeth-robson-ruth-evans/
Rohde-Abuba, C. (2020). The Narratives of Local Children and Newly Arriving Forced Migrant Children about Their Mutual Contacts and Friendships in German Primary Schools. Laboratorium: Russian Review of Social Research, 12(3). https://doi.org/10.25285/2078-1938-2020-12-3-52-69
Ruggiano, N. in Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18(1), 81–97. https://doi.org/10.1177/1473325017700701
Rutar, S. (2018). Kakovost šole s perspektive učencev s priseljensko izkušnjo kot izhodišče za zagotavljanje inkluzivnega izobraževanja. Dve domovini, (48), 109–127. https://doi.org/10.3986/dd.v0i48.7131
Rutar, S., Knez, M., Pevec Semec, K., Jelen Madruša, M., Majcen, I., Korošec, J., Podlesek, A. in Meden, A. (2018). Predlog programa dela z otroki priseljenci za področje predšolske vzgoje, osnovnošolskega in srednješolskega izobraževanja. ISA institut.
Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553–576.
Santos Pais, M. (2019). The CRC Drafting Process and the CRC Committee, Part 1 (J. Bhabha). V Harvard X Child Protection: Children’s Rights in Theory and Practice. https://learning.edx.org/course/course-v1:HarvardX+FXB001+2T2020/home
Sardoč, M. (ur.). (2021). The Impacts of Neoliberal Discourse and Language in Education: Critical Perspectives on a Rhetoric of Equality, Well-Being, and Justice (1. izd.). Routledge. https://doi.org/10.4324/9780367815172
Savahl, S. in Adams, S. (2022). Conducting Participatory Research on Children’s Subjective Well-Being: At the Interface of Ethics and Methods. V G. Tonon (ur.), Re-defining Children’s Participation in the Countries of the South (str. 15–32).
Schapiro, T. (1999). What Is a Child? Ethics, 109(4), str. 715-738. https://doi.org/10.1086/233943
Sedmak, M. (2017). Odsotnost otrokocentrične naravnanosti pri mladoletnih migrantih brez spremstva. V Boljka, U. in Narat, T. (ur.), Generaciji navidezne svobode. Otroci in starši v sodobni družbi. (str. 261–290). Sophia.
Sedmak, M., Gornik, B., Medarić, Z. in Dežan, L. (2020). Educational community and school systems: Slovenia: Migrant children and communities in a transforming Europe. Znanstveno-raziskovalno središče Koper.
Sedmak, M., Gornik, B., Medarić, Z., Dežan, L. in Zadel, M. (2022). MICREATE - Priseljeni otroci in priseljenske skupnosti v spreminjajoči se Evropi, 2019: Intervjuji z zaposlenimi v osnovnih in srednjih šolah. Arhiv družboslovnih podatkov. https://doi.org/10.17898
Sedmak, M., Hernández-Hernández, F., Sancho, J. María. in Gornik, B. (ur.). (2021). Migrant children’s integration and education in Europe approaches, methodologies and policies. Octaedro.
Sedmak, M., Medarić, Z. in Dežan, L. (2023). ‘Othering’ and Integration of Migrant Children and Young People of Albanian Ethnic Origin Evidence from the Slovenian Schools. V Arun, S., Badwan, K., Tabibi, H. in Batool, F. (ur.), Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach. (str. 73-89). Routledge.
Sime, D. (2014). ‘I think that Polish doctors are better’: Newly arrived migrant children and their parents’ experiences and views of health services in Scotland. Health & Place, 30, 86–93. https://doi.org/10.1016/j.healthplace.2014.08.006
Sime, D. (2017). Challenging barriers to participation: Doing research with migrant children and young people. V Evans, R., Holt, L- in Skelton, T. (ur.), Methodological Approaches (str. 135–157). Springer.
Sime, D. in Fox, R. (2015). Migrant Children, Social Capital and Access to Services Post-Migration: Transitions, Negotiations and Complex Agencies. Children & Society, 29(6), 524–534. https://doi.org/10.1111/chso.12092
Sindberg Jensen, S. in Hobel, P. (2020). Key Incidents in Child-Centred Migration Research: Exploring Methodological and Epistemological Implications of Child–Researcher Interaction. Annales, Ser. hist. sociol., 30(4), 575–586.
Skubic Ermenc, K. (2016). Intercultural dimension of education. Nastava i vaspitanje, 65(1), 7–16. https://doi.org/10.5937/nasvas1601007S
Smart, C. (2007). Personal life: New directions in sociological thinking. Polity.
Smrdelj, R. (2021). Research on Migration on Slovenian Media: The “Other” in the Period of “Crisis”. Annales, Ser. hist. sociol., 31(3), 519–535. https://doi.org/10.19233/ASHS.2021.33
Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151–165. https://doi.org/10.1177/0907568210387834
Spyrou, S. (2016). Researching children’s silences: Exploring the fullness of voice in childhood research. Childhood, 23(1), 7–21. https://doi.org/10.1177/0907568215571618
Spyrou, S. (2019). An Ontological Turn for Childhood Studies? Children & Society, 33(4), 316–323. https://doi.org/10.1111/chso.12292
Stankovič, P. (2000). Giddensova teorija strukturacije: Zagate teoretskega eklekticizma. Teorija in praksa, 37(3), 455–474.
Strategija vključevanja otrok, učencev in dijakov migrantov v sistem vzgoje in izobraževanja v Republiki Sloveniji. (2007). Ministrstvo za izobraževanje, znanost in šport Republike Slovenije.
Strategija vključevanja tujcev, ki niso državljani Evropske unije v kulturno, gospodarsko in družbeno življenje Republike Slovenije (delovni osnutek). (2023). Republika Slovenija Ministrstvo za notranje zadeve. https://www.gov.si/assets/ministrstva/MNZ/SOJ/Novice/2023/11-November/Strategija-vkljucevanja-tujcev-17.11.2023_pop.docx
Strzemecka, S. (2015). School integration in the eyes of migrant children. Based on the Polish migration to Norway. Przegląd Socjologiczny, LXIV (64)(1), 81–101.
Stuardo Concha, M. S., Carrasco Segovia, S., & Hernández-Hernández, F. (2021). Possibilities, Difficulties, Tensions and Risks in a Child-Centred Approach in Educational Research. V Sedmak, M., Hernández-Hernández, F., Sancho Gill, J. in Gornik, B. (ur.), Migrant Children`s Integration and Education in Europe Approaches, Methodologies and Policies (str. 165–183). Octaedro.
SURS (2023). Selitveno gibanje, 2022. https://www.stat.si/StatWeb/News/Index/11211
SURS (2024a). Otroci, tuji državljani, ki obiskujejo vrtec, po državi državljanstva, Slovenija, letno. https://pxweb.stat.si/SiStatData/pxweb/sl/Data/-/0952551S.px
SURS (2024b). Tuji učenci v rednih in prilagojenih programih osnovne šole po državi državljanstva, Slovenija, letno. https://pxweb.stat.si/SiStatData/pxweb/sl/Data/-/0952773S.px
Tate, J. A. in Happ, M. B. (2018). Qualitative Secondary Analysis: A Case Exemplar. Journal of Pediatric Health Care, 32(3), 308–312. https://doi.org/10.1016/j.pedhc.2017.09.007
Thiele, D., Pajnik, M., Sauer, B. in Šori, I. (2024). Borderless fear?: How right-wing populism aligns in affectively framing migration as a security threat in Austria and Slovenia. Journal of Language and Politics, 23(2), 176–196. https://doi.org/10.1075/jlp.22026.thi
Thompson, A., Torres, R. M., Swanson, K., Blue, S. A. in Hernández, Ó. M. H. (2019). Re-conceptualising agency in migrant children from Central America and Mexico. Journal of Ethnic and Migration Studies, 45(2), 235–252. https://doi.org/10.1080/1369183X.2017.1404258
Thorne, B. (1987). Re-visioning Women and Social change: Where are the Children? Gender & Society, 1(1), 85–109.
Tisdall, E. K. M. in Punch, S. (2012). Not so ‘new’? Looking critically at childhood studies. Children’s Geographies, 10(3), 249–264. https://doi.org/10.1080/14733285.2012.693376
Twum-Danso Imoh, A. (2012). The Convention on the Rights of the Child: A Product and Facilitator of a Global Childhood. V Childhoods at the Intersection of the Local and the Global. Palgrave Macmillan.
Twum-Danso Imoh, A., Bourdillon, M. in Meichsner, S. (ur.). (2019). Global Childhoods beyond the North-South Divide. Springer International Publishing. https://doi.org/10.1007/978-3-319-95543-8
Ule, M. in Kurdija, S. (2024). Intercultural Relations and Attitudes towards Immigrants – The Case of Slovenia. Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija Za Narodnostna Vprašanja, 92(92), 31–47. https://doi.org/10.2478/tdjes-2024-0002
Uprichard, E. (2008). Children as ‘Being and Becomings’: Children, Childhood and Temporality. Children & Society, 22(4), 303–313. https://doi.org/10.1111/j.1099-0860.2007.00110.x
Uprichard, E. (2010). Questioning Research with Children: Discrepancy between Theory and Practice? Children & Society, 24(1), 3–13. https://doi.org/10.1111/j.1099-0860.2008.00187.x
Valentine, K. (2011). Accounting for Agency. Children & Society, 25(5), 347–358. https://doi.org/10.1111/j.1099-0860.2009.00279.x
Vezovnik, A. (2013). Children Whose First Language is Not Slovenian in the Slovenian Educational System: A Critical Analysis of Normalisation. Annales, Ser. Hist. Sociol., 23(2), 303–316.
Vezovnik, A. (2017). Otherness and Victimhood in the Tabloid Press: The Case of the “Refugee Crisis” in “Slovenske Novice”. Two Homelands, (45). https://doi.org/10.3986/dd.2017.1.09
Vižintin, M. A. (2017). Medkulturna vzgoja in izobraževanje: Vključevanje otrok priseljencev. Založba ZRC SAZU.
Vižintin, M. A. (2018). Developing intercultural education. Dve domovini, (47), 89–106. https://doi.org/10.3986/dd.2018.1.06
Vključevanje otrok priseljencev v slovenski vzgojno-izobraževalni sistem. (2017). Ministrstvo za izobraževanje znanost in šport.
Wallerstein, I. M. (2006). Uvod v analizo svetovnih-sistemov. Založba /*cf.
Warin, J. (2011). Ethical Mindfulness and Reflexivity: Managing a Research Relationship With Children and Young People in a 14-Year Qualitative Longitudinal Research (QLR) Study. Qualitative Inquiry, 17(9), 805–814. https://doi.org/10.1177/1077800411423196
Weber, M. (2004). Temeljni sociološki pojmi. V Adam, F. in Tomšič, M. (ur.), Kompendij socioloških teorij (str. 57–73). Študentska založba.
Wells, K. (2015). Childhood in a Global Perspective (2. izd.). Polity Press.
White, A. in Bushin, N. (2011). More than methods: Learning from research with children seeking asylum in Ireland: Children Seeking Asylum in Ireland. Population, Space and Place, 17(4), 326–337. https://doi.org/10.1002/psp.602
White, A., Bushin, N., Carpena-Méndez, F. in Ní Laoire, C. (2010). Using visual methodologies to explore contemporary Irish childhoods. Qualitative Research, 10(2), 143–158. https://doi.org/10.1177/1468794109356735
White, A., Ní Laoire, C., Tyrrell, N., & Carpena-Méndez, F. (2011). Children’s Roles in Transnational Migration. Journal of Ethnic and Migration Studies, 37(8), 1159–1170. https://doi.org/10.1080/1369183X.2011.590635
White, A. in Tyrrell, N. (2017). Research with Children Seeking Asylum in Ireland: Reflecting on Silences and Hushed Voices. V Evans, R., Holt, L- in Skelton, T. (ur.), Methodological Approaches. (str. 179–197) Springer Singapore.
Wyness, M. (2019). Childhood and Society (3. izd.). Macmillan International, Higher Education : Red Globe.
Zakon o osnovni šoli (ZOsn) (Uradni list RS, št. 81/06 – uradno prečiščeno besedilo, 102/07, 107/10, 87/11, 40/12 – ZUJF, 63/13 in 46/16 – ZOFVI-K, 76/23 in 16/24). (2024). http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO448.
Zavratnik, S. (2013). Sosedje in tujci: (Globalne) migracije in nezaželene družbene manjšine. Razprave in gradivo, 70, 73–89. http://www.dlib.si/?URN=URN:NBN:SI:DOC-QWAUT1MS
Zinnecker, J. (2001). Children in young and aging societies: The order of generations and models of childhood in comparative perspective. Advances in Life Course Research, 6, 11–52. https://doi.org/10.1016/S1040-2608(01)80006-X
Žakelj, T., Švab, A. in Čeplak, M. M. (2013). The role of parents in young people’s educational trajectories in Slovenia. Annales, Ser. Hist. Sociol., 23, 317–328.
Žnidaršič, M. in Miklič, E. (2022). Registrski popis prebivalstva, gospodinjstev in stanovanj. Metodološko pojasnilo. Statistični Urad Republike Slovenije.
Downloads
Forthcoming
Data Availability Statement
Data are published in ADP repository.
License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

