Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry

Cassidy, Claire and Marwick, Helen and Deeney, Lynn and McLean, Gillian and Rogers, Kirsten (2017) Fostering citizenship in marginalised children through participation in Community of Philosophical Inquiry. Education, Citizenship and Social Justice. ISSN 1746-1979

Text (Cassidy-etal-ECSJ2017-Fostering-citizenship-in-marginalised-children)
Accepted Author Manuscript

Download (362kB) | Preview


Given the key drivers around citizenship education, children’s rights, voice, and participation it is essential that all children are supported to engage in the society in which they live. This article explores how Community of Philosophical Inquiry (CoPI) might offer that support to children who are potentially marginalised due to their specific needs. The article presents three case studies of children at risk of being marginalised in school settings who participated in CoPI over a period of ten weeks. CoPI has features that may be conducive to the achievement of broad goals associated with children’s voice and citizenship education. The article explores the ways in which these particular children engaged with CoPI and the impact of participation on their behaviour. The analysis of the accounts of their teachers supports the hypothesis that potentially marginalised children appear to benefit from the structure that is inherent in this form of practical philosophy.