Abstract
This article revisits the concept and practice of tokenism in collective child participation, querying whether it is accurate to describe it as ‘non-participation’ and assessing the extent to which it may offer a useful and sometimes necessary step on the journey to more respectful and meaningful engagement with children. It concludes by reflecting on the quality of the feedback given to children and the role that improved feedback might play in addressing the challenge of tokenism.
| Original language | English |
|---|---|
| Pages (from-to) | 340 |
| Journal | Childhood |
| Volume | 25 |
| Issue number | 3 |
| Early online date | 26 May 2018 |
| DOIs | |
| Publication status | Early online date - 26 May 2018 |
