The connection between theory and practice and practice and theory has been an interest of ours right from the early days of EquippingKids. I remember hearing about a school who decided to invite a group of senior academics to come in and view what was going on - to get their considered thoughts and feedback. However, the most striking responses from the day were along the lines of - ‘is this what actually happens in school?’, or ‘oh it’s great to actually visit a classroom’. Yesterday a new book ‘Contextualising Childhoods’, which I co-edited with friend and colleague Sally McNamee at King’s, Western University Canada - was released. It looks at that relationship between theory and practice. But I would argue it does more than that, it invites the academic to learn from the practitioner - as the reader is encouraged to consider how practice might inform theory. This stands out in a section of the book that looks at themes around children and death. Not a warm and cosy topic but a reality, at different extents, for all families. This is brought into sharp focus through a discussion on children within a hospice, as they and their families manage a life limiting condition. Here a practitioner shares her experience and through this highlights the extent to which children’s voices are and are not heard.
- How well do we communicate with the child who is a non-verbal communicator?
- To what extent do our assumptions about their physical condition impact our thinking on their competence and therefore adult efforts to discuss their illness?
- To what extent are voice, choice and participation relevant to a child who has a terminal condition?
