Children Should Be Seen and Not Heard? Questioning the Unquestioned

Abstract

The inclusion of children in narrative family therapy in ways that are meaningful to them is the connecting theme of this paper. Practices that emanate from a position of ecological congruence and cultural inclusivity that address both societal discourses and power relationships will be presented. The primary focus will be on literate practices, including writing the child's voice, written dialogue with children, writing to children in ways that build on their visual imaging skills and “consulting your consultants.” The literary examples presented are from children whose backgrounds tend to place them outside the culture and/or language of power, for example, children from low-income families, children learning English as another language, and children showing language-based learning difficulties. The intention is to offer practices that allow children to be authorities on their own lives and subjects of their own narratives.