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The problem
Intervention: Participatory rights education using storytelling, dialogue, reflection, and collective action cycles guided by Lundy's Participation Model
Who it was tested with: Kindergarten children from diverse and immigrant-origin backgrounds in two low-income Greek classrooms.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Children were engaged in cycles of storytelling, dialogue, reflection, and collective action. Guided by Lundy's Participation Model, the study illustrates how children's rights education can transition from policy discourse to lived classroom practice." The study demonstrates how participatory, narrative-based pedagogy can operationalise rights education in early childhood settings and empower diverse learners.
Qualitative study with no comparison group or control condition; findings are based on case study data from two specific classrooms in Greece and may not generalise; no quantitative measures of well-being or agency outcomes provided.
Across countries and designs
2 studies · 2 countries
