Academic literature on the topic 'Children's participatory rights'
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Journal articles on the topic "Children's participatory rights"
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Gillett-Swan, Jenna K., and Jonathon Sargeant. "Voice Inclusive Practice, Digital Literacy and Children's Participatory Rights." Children & Society 32, no. 1 (June 7, 2017): 38–49. http://dx.doi.org/10.1111/chso.12230.
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HEIMER, MARIA, and JOAKIM PALME. "Rethinking Child Policy Post-UN Convention on the Rights of the Child: Vulnerable Children's Welfare in Sweden." Journal of Social Policy 45, no. 3 (December 28, 2015): 435–52. http://dx.doi.org/10.1017/s0047279415000744.
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AbstractThe UN Convention on the Rights of the Child (CRC) formulates the rights of children in terms of provision, protection and participation. CRC implies a multi-dimensional view of children's welfare, including agency. This enables us to rethink the way we research and design policies aimed at promoting child welfare. In the past, Sweden has been seen as a forerunner when it comes to children's rights. However, the weak imprint of CRC on Swedish legislation and CRC implementation is not only a puzzle but also this apparent lack of impact makes it an interesting test case for exploring post-CRC policy developments. The purpose of the study is to identify what has prevented the evolution of Swedish social policy in this domain. We propose a framework for analysing policies aimed at promoting children's welfare (child policy) that goes beyond ‘family policy’. This, we argue, is critical for identifying obstacles to such a policy evolution. The framework is normatively anchored in CRC and theoretically inspired by the notion of participatory rights. By examining the legal reform work in Sweden over the past three decades with regard to how children's right to voice is treated in three areas of social service delivery, we observe that the lawmaker recognises parents’ rather than children's participatory rights. The lack of recognition of children's agency implies that a reconceptualisation of child welfare is necessary in order to unlock the stalemate in child policy development in Sweden, as well as to dissolve the tension between children as ‘beings’ and ‘becomings’.
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Chawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski, and Dorota Sikora. "Children's Voices in the Polish Canon Wars: Participatory Research in Action." International Research in Children's Literature 11, no. 2 (December 2018): 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.
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Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democratic dialogue in which children's voices are respected for their intrinsic salience. The presence of child researchers in children's literature studies confirms an important shift currently taking place in our field, providing evidence for the impossibility of regarding children's literature only as a manifestation of adult power over young generations.
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Hart, Jason. "Children's Participation and International Development: Attending to the Political." International Journal of Children's Rights 16, no. 3 (2008): 407–18. http://dx.doi.org/10.1163/157181808x311231.
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AbstractSince the early 1990s participation has grown to become a key notion amongst child-focused international and intergovernmental development organisations. By means of participatory projects such bodies commonly seek to achieve transformation of children's lives. While considerable consideration has been given to the technical, institutional and attitudinal challenges to achievement of this goal, far less attention has been paid to the political context in which such transformation is sought. Drawing upon the emerging critique of (adult) participatory development, this article seeks to illustrate the inherent limitations of child participation resulting from the failure to confront the workings of power associated with capitalist expansion. It argues that societal change leading to the realisation of the rights of impoverished and marginalised children requires greater political will and new forms of alliance amongst international child-focused development organisations.
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Hart, Caroline Sarojini, and Nicolás Brando. "A capability approach to children's well-being, agency and participatory rights in education." European Journal of Education 53, no. 3 (August 6, 2018): 293–309. http://dx.doi.org/10.1111/ejed.12284.
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Cossar, J. "Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice." British Journal of Social Work 42, no. 5 (July 1, 2012): 999–1001. http://dx.doi.org/10.1093/bjsw/bcs105.
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Zulin Nurchayati, Zulin Nurchayati. "PEMBENTUKAN DESA LAYAK ANAK DESA BOLO KECAMATAN KARE KABUPATEN MADIUN." JURNAL DAYA-MAS 7, no. 2 (December 14, 2022): 101–10. http://dx.doi.org/10.33319/dymas.v7i2.99.
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The Village Government controls the existence of natural resources and human resources in the Village. A safe, comfortable and well-cultured environment is the dream of every child in the fulfillment of children's rights. So it is appropriate for the village to provide proper facilities and infrastructure for children's lives. So it is necessary to have a child-friendly village. The expected targets include: 1. The establishment of a child-friendly village can be implemented 2. There is intensive communication between Bolo Village Government officials and the community, 3. There are positive and significant changes to the Village Government regarding a proper environment for children. The methods used in community service are gradual participatory extension and the “PRA” (Participatory Rural Appraisal) approach. The participatory extension method referred to is that the extension worker is actively involved in assisting the community service target group (Village Government Officials and PKK) during the implementation of the service program. Meanwhile, the “PRA (Participatory Rural Appraisal)” approach emphasizes the active involvement of the target group in the formation of child-friendly villages. Meanwhile, the result of community service is a change in positive attitudes, that is, there is public awareness of the environment that is suitable for children.
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McFarland, Laura, and Lysa Dealtry. "Hearing in the Early Childhood Setting: Children's Perspectives." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 105–13. http://dx.doi.org/10.23965/ajec.42.2.13.
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THIS STUDY INVESTIGATED CHILDREN'S perspectives on their hearing during group activities in a preschool setting. A case study design framed by a children's participatory rights perspective was used. The sample included 69 children aged three to five years in a regional Australian preschool. Children completed self-report booklets about their hearing. Parents completed surveys indicating children's health conditions and identified hearing issues. Results suggest that children have most difficulty hearing while other children are talking and when sitting at the back of the mat, and that most children who report hearing difficulties during group time have not been formally identified with a hearing problem. Implications for ensuring children can hear optimally in early childhood group-time situations are discussed. Given the focus in past research on adults' reports of children's hearing, the importance of gaining children's perspectives of their hearing in the early childhood setting by using self-report methods is also discussed.
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Canning, Natalie, Eleonora Teszenyi, and Sandor Pálfi. "Are you listening to me? Understanding children's rights through Hungarian pedagogic practice." Journal of Childhood, Education & Society 3, no. 3 (November 19, 2022): 218–32. http://dx.doi.org/10.37291/2717638x.202233193.
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Hungarian pedagogues agree that children should be listened to, have their rights recognised, and their voices heard. The UNCRC recommends that children’s rights should be part of early childhood education, but this is not typical in Hungarian kindergartens and there is little pedagogical material to support the education of children about their rights. This paper focuses on 5 kindergartens each typically accommodating over 150 children between the ages of 3-6 years old across Hungary. Six pedagogues worked with multi-age groups (4 kindergartens) and same-age groups (2 kindergartens). The research adopted participatory methods to gather children’s views recognising them as valuable collaborators. Children provided insight into their own lives through play based creative activities that focused on eliciting children’s thoughts and feelings. Pedagogues collected video data using a ‘toolkit’ of children’s play activities during a 6-week period of the COVID-19 pandemic. Pedagogues reflected on children’s play through a series of online focus groups with emphasis on how children expressed their views and preferences through play. Participants were encouraged to examine the power relationships between children and adults and analyse their role in knowledge production rather than knowledge extraction. Six themes emerged through thematic analysis, mapped to the 4 guiding principles of children’s rights: participation, survival, development and protection. The findings highlight the juxtaposition between children’s life-as-experienced and life-as-told by adults; the skill of pedagogues to hear and sensitively interpret children’s voices based on their play and the challenge to slow down and reflect on practice.
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Žlof, Goran, and Marijan Madunić. "Analysis of Knowledge of Children’s Rights among Teachers of Croatian and Bosnia and Herzegovina Secondary Schools and Their Attitudes on the Respect and Application of Students’ Participation Rights in Education." Društvene i humanističke studije (Online) 7, no. 3(20) (October 30, 2022): 251–72. http://dx.doi.org/10.51558/2490-3647.2022.7.3.251.
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The relationship between teachers and students in educational institutions is regulated by various laws and regulations that contribute to a more efficient implementation of educational processes for the active participation of students. The development and affirmation of children's rights also contribute to creating a creative and challenging environment in schools. Thus, a motivating environment is created, in which students are encouraged for further development and learning. This research aimed to establish to what extent the attitudes of teachers regarding the children's rights of students in secondary schools in Bosnia and Herzegovina and Croatia have been developed and to examine whether there are different perceptions of children's rights in the countries covered by the research. The sample included 112 teachers from Bosnia and Herzegovina and Croatia, of which 72 were from Bosnia and Herzegovina and 40 from Croatia. The instrument that was used in the research is a modified questionnaire from the published research, "Attitudes of teachers and students of the music school on respecting the participatory rights of students in the teaching of playing a musical instrument", author Assoc. Ph.D. prof. advisor, Davor Brđanović. Data analysis was performed using the SPSS (Statistical Package for the Social Sciences) computer program. Descriptive and inferential statistical procedures were used in the processing of the obtained results: descriptive indicators of central tendency and dispersion, as well as procedures for determining the connection between variables (depending on the shape of the determining distributions, Pearson's or Spearman's correlation coefficient) and differences between groups (depending on the shape of the determining distributions, t-test, and F-test or Mann-Whitney U-test). The results indicate a dominant homogeneity in the domain of responses of teaching staff from Bosnia and Herzegovina and Croatia regarding the respect of children's rights in class, which may be conditioned by the similar development starting points of the educational systems in the two mentioned countries. Analyzing the results of knowledge of special children's rights and knowledge of documents that protect children's rights, serious deficits were observed that indicate insufficient education of the sample - teaching staff in the schools and countries included in this research.
Dissertations / Theses on the topic "Children's participatory rights"
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Munro, Emily R. "Balancing looked after children's protective, provisional and participatory rights in research, policy and practice." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17976.
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In England around 68,000 children are currently looked after by the state. Sixty two per cent of this population are admitted to care or accommodation in response to abuse and neglect. As the United Nations Convention on the Rights of the Child acknowledges, the state has a unique responsibility for these children and is expected to ensure their safety, wellbeing and development. Underpinned by a rights-based framework the publications in the thesis make an original contribution to social work research, policy and practice, in respect of looked after children nationally and internationally. Three cohering theoretical strands - the new sociology of childhood, attachment theory and focal theory, and different methodological lenses, (from participatory research with young people to cross-national analysis of administrative data), are employed to advance understanding of the balance of protective, provisional and participatory rights ( 3 Ps ) for these children and young people. The work focuses upon their life pathways at two key stages in the lifespan: early infancy and adolescence into adulthood. Consistent with the theoretical underpinnings of the research, the methodological approach employed in two of the four core studies sought to promote children s active participation in the research process, and to give them a voice . The participatory peer methodology adopted moved beyond involving care experienced young people in interviewing their peers, to training and engaging them in several major aspects of the research cycle, including analysis of the data and the design and write up of the findings, to produce accessible peer research reports for young people. At the national level the work undertaken demonstrates how a needs-based discourse, and orientation towards considering looked after children as objects of concern, can mean that young children s protective rights may be prioritised in policy and practice, at the expense of their provisional and participatory rights. Children s participation rights are also constrained due to assumptions about the (in)capacities of younger children to express their wishes and feelings. In this context parents rights tend to be prioritised at the expense of the rights of the child. Whereas parents rights may take precedence when children are young, in adolescence the rights of parents are more peripheral. Cross-national comparisons reveal variations in how young people s provisional, participatory and protective rights are balanced as young people negotiate the transition from care to adulthood in western societies, as well as different drivers for reform. Empirical research on recent policy developments in England also illuminates the tensions and dilemmas professionals can face as they attempt to protect and provide for young people, whilst recognising their evolving capabilities and their right to autonomy and active participation in decision making processes. Finally, the studies highlight that young people with the most complex care histories may be denied the right to decide for themselves if they want to remain in foster or residential care into early adulthood.
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Tewolde, Gebretedek Biruk. "An assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village, Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6570.
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Magister Artium (Development Studies) - MA(DVS)This study is an assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village,Cape town, South Africa. The aim of the study is to examine the process of application of PM&E framework in the SOS Children’s Village Project, with a view to ascertaining its impact on the project and to provide suggestions and recommendations to SOS and NGOs in South Africa. There were four primary objectives of this study:to provide a theoretical and conceptual framework, through the discussion and/or analysis of applicable PM&E theories and concepts; to provide an overview of organizational structure of the project implementation team of SOS; to identify the different stakeholders involved in the monitoring and evaluation process; to empirically assess the process of PM&E in the SOS Project. The theoretical and conceptual framework of participatory development approach and the child rights based approach is used in this study. Both quantitative and qualitative methods of research are used throughout the study and measurement of key variables are made. While the systematic random sampling technique is utilised to collect data for the quantitative research, purposive sampling was used to select respondents for semi-structured interviews in the qualitative research. The study identified that the monitoring and evaluation process in SOS Children’s Village, Cape Town, South Africa is participatory in which the relevant stakeholders, especially the beneficiaries i.e. children participate in the monitoring and evaluation process. However, the study recommended that there should be an updated training and seminar for the staff to empower them to enhance their understanding of participatory monitoring and evaluation
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Konstantoni, Kristina. "Young children's perceptions and constructions of social identities and social implications : promoting social justice in early childhood." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5572.
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This thesis explores young children's constructions of social identities and the implications these may have in young children's everyday lives at nursery. One of the unique elements of this thesis is the multiple and intersectional approach that it adopts while exploring very young children‘s social identities and peer relations. It also explores the links between children's experiences and views with educators' social justice and equity pedagogies. Recent attention has been given to the importance of early childhood and young children's rights and participation in theory, research and policy. In the field of social identities, there has been a growing need for further research to explore the contextual, fluid, complex and intersected nature of young children's social identities, moving away from 'static' and 'fixed' notions of identity. Particular gaps have also been identified in relation to exploring age as part of social identity, to exploring cultural aspects of ethnicity and lastly to exploring multiple understandings of parts of social identities (e.g. multiple 'masculinities' and 'femininities') in early childhood. There has also been a need for further research to explore how young children‘s intersected social identities may impact on pedagogies. This thesis, therefore, seeks to explore the above, basing the analysis on a one year ethnographic and participatory approach which was conducted in two nursery settings in Scotland, one predominantly white and one multi-ethnic. It draws on a plethora of rich and in-depth conversations and experiences with young children, educators and parents/caregivers to suggest the complex, dynamic, context-specific, fluid but also 'experientially fixed' and intersected nature of children's social identities and relationships, and to acknowledge the challenges that are raised both for early childhood practice and policy. It suggests that children construct multiple and complex social identities which are both fluid and experientially 'fixed', engage in dynamic social relationships and express complex and multiple implicit/explicit discriminatory attitudes, which educators are unaware of or choose to disregard. In most cases, age and gender were part of an overt and explicit identification, and were explicitly and overtly discussed as factors of exclusion by both educators and children. In contrast, ethnicity involved a much more complex process. Although ethnicity was often part of an 'ethnic habitus', variations occurred in relation to the extent to which children developed a strong, explicit and overt ethnic identification. Ethnicity was also considered a rather 'taboo' subject of reference regarding exclusion. Moreover, this thesis suggests that discourses of ‗sameness‘, ‗normalities‘ and difference linked to constructions of social identity were salient in children's lives. Common social identities often promoted positive feelings of belonging and reinforced positive feelings of group membership and self identities between children. Strong and positive feelings of self and group identity and difference, or else ‗the other‘, although not exclusively, were very much considered the basis for exclusion and discrimination. However, complexities arose when the concept of the ‗other‘ changed, depending on the context. Difference was seen more positively by children when it constituted part of what was considered 'norm' or dominant. Traditional developmental approaches and children‘s rights-based approaches seem to influence educators‘ practice; however, irrespectively of the educational approach, educators tend to disregard implicit/explicit discrimination that is evident in children's lives. 'Too young to notice' and 'no problem here' attitudes seem to dominate educators‘ practice and raise limitations in dealing adequately with social justice and equity issues. Firstly, this thesis suggests the need to move away from 'dualistic' and oppositional dichotomies that seem to have dominated contemporary research and theory, both in relation to theorising children‘s social identities (e.g. 'fixed'/fluid) and theorisations of childhood (e.g. agents and mature / interdependent and immature). Secondly, there is a need for early childhood pedagogies, practices and policy to 'listen' more actively and closely to young children and to engage with the complex and dynamic nature of their social relationships. It is thus suggested that current early childhood practice should actively promote children-rights based approaches. At the same time, this thesis considers whether we should be moving towards a children‘s human rights-based approach, which promotes children‘s rights and goes beyond children's participatory rights, engaging more actively with issues around fairness, unfairness and respect. This thesis also argues for proactive, anti-discriminatory, reflexive and interventionist social justice and equity approaches in early childhood. Thirdly, there is a general challenge both in policy and practice regarding balancing between universalism (collective identities) and specificity (diversity).
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Gebretedek, Biruk Tewolde. "An assessment of participatory monitoring and evaluation in NGOs: a case study of SOS children’s village, Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6614.
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Magister Artium (Development Studies) - MA(DVS)This study is an assessment of participatory monitoring and evaluation in NGOs: a case study of SOS Children’s Village,Cape town, South Africa. The aim of the study is to examine the process of application of PM&E framework in the SOS Children’s Village Project, with a view to ascertaining its impact on the project and to provide suggestions and recommendations to SOS and NGOs in South Africa. There were four primary objectives of this study:to provide a theoretical and conceptual framework, through the discussion and/or analysis of applicable PM&E theories and concepts; to provide an overview of organizational structure of the project implementation team of SOS; to identify the different stakeholders involved in the monitoring and evaluation process; to empirically assess the process of PM&E in the SOS Project. The theoretical and conceptual framework of participatory development approach and the child rights based approach is used in this study. Both quantitative and qualitative methods of research are used throughout the study and measurement of key variables are made. While the systematic random sampling technique is utilised to collect data for the quantitative research, purposive sampling was used to select respondents for semi-structured interviews in the qualitative research. The study identified that the monitoring and evaluation process in SOS Children’s Village, Cape Town, South Africa is participatory in which the relevant stakeholders, especially the beneficiaries i.e. children participate in the monitoring and evaluation process. However, the study recommended that there should be an updated training and seminar for the staff to empower them to enhance their understanding of participatory monitoring and evaluation.
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Syrengelas, Emmanouil. "Seeking for obstacles to achieve feasible interventions within NGOs with the use of Participatory Design : A study in “Network for children’s rights” Greek NGO." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-73264.
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Non Governmental Organizations have a mission to improve the conditions of the whole or a part of the local societies in the place where they are active. “Network for children’s rights” is a Greek NGO that mostly aims to fight for and ensure the appliance of children’s rights as these have been embodied in national and European Union legislation and international treaties. Its employees are working hard to fulfill their everyday tasks and serve the children members. The scope of this study is to seek for major obstacles in order to achieve feasible interventions within NGOs with the use of Participatory Design. PD methodology is considered a fruitful one to engage the employees and other stakeholders who are affected by a problematic situation into the following processes: 1) to co-research the situation inside the working, social, financial and legal context, 2) to express their feelings, opinions, ideas on how the situation can be improved according to their needs, 3) to co-design and evaluate the solution. To fulfill the scope, a PD study in the NCR was conducted. The outcome of the study as well as its whole process were evaluated. Two major obstacles were found. The first and most significant one has been the very small percentage of representation of the stakeholders of the NGO who participated in the study. The second one has been the lack of collaborative language games to ensure mutual understanding among participants. A researcher should pay extra attention to overcome these obstacles and future studies may provide with new tools that confront them.
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Mahr-Slotawa, Johanna [Verfasser]. "The Children’s Right to Participate in the Comprehensive School Health Programme in Kenya – How can this right become a reality? A participatory research project with children in three primary schools in Kiambu County in Kenya / Johanna Mahr-Slotawa." Bielefeld : Universitätsbibliothek Bielefeld, 2020. http://d-nb.info/1220028290/34.
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Ruscoe, Amelia. "Power, perspective and affordance in early childhood education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2490.
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The position of a young child beginning school is unique and precarious. Children are capable of making their own decisions about what to participate in and contribute to, but often guided by adults charged with the responsibility of their education and care. The beliefs and values of these adults are pivotal to what a child may experience but are seldom examined to ascertain what they may or may not afford young children in their early education.
Through examination of the literature, neoliberal reform, developmentally appropriate practice and the quality agenda have surfaced as particularly strong discourses influencing early childhood education. These discourses are tempered by notions of wellbeing and post-modern thinking that drive toward an ethos of resistance to reform and of championing marginalised views. Each discourse holds unique affordances and potentialities for children as they transition into school and influence the degree to which the rights of children, particularly of their voice to be heard on issues relevant to them, are upheld. From a Foucauldian perspective, the momentum of dominant discourses, driven by mechanisms including mandated curriculum and policy, seek to communicate truths and determine the thinking of educators. This research sought to identify dominant discourses guiding and instructing practitioners and policy-makers in the field of early childhood education and explored the potentialities of what they afford young children in the first year of compulsory school.
Aninterpretivist epistemology, framed by a post-structuralist approach provided the platform for this study. A qualitative approach was used to explore the complex dynamics that exist within a child’s school-based system of affordance. In Phase 1, a discourse analysis of mandated documents relevant to the first year of compulsory school was conducted, surfacing three clear discourses of power: Inclusion, Achievement and PED (an acronym of play, engagement and development). Findings from this analysis informed Phase 2, which involved the development of visual mediation tools representative of the three dominant discourses and their demands. These tools served as a shared reference for semi-structured interviews with educators and focus group discussions with children across three Western Australia Pre-primary school settings, each holding an orientation to one of the dominant discourses identified in Phase 1.
The study revealed the impact of each of the discourses induced from the discourse analysis upon teachers’ pedagogical decisions and children’s school-based affordances. Four key conclusions were drawn from the study. Firstly, there is disparity between child and adult expectations of school. Secondly, the priorities of adults influence children’s perceptions of school. Thirdly, children hold power to sustain a discourse through their engagement and finally, the dominance of a discourse creates instability in Pre-primary classrooms and early childhood education more broadly. These conclusions illustrate the precarious and negotiated nature of power in the first year of compulsory school, and that power in early childhood education is afforded to children and by children, just as it is for adult.
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Araújo, Suely Cabral Quixabeira. "CONSELHO TUTELAR: CONSTRUÇÃO DE UMA INSTITUCIONALIDADE PARTICIPATIVA NA ATENÇÃO AOS DIREITOS DA CRIANÇA E DO ADOLESCENTE A EXPERIÊNCIA DE PALMAS-TO (GESTÃO 2007 A 2009)." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/2183.
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Previous issue date: 2010-06-21Objective with this thesis identify the degree of social and political legitimacy and institutionalization of participatory Protection Councils (TCs) in the city of Palmas-TO (managed 2007-2009), by analyzing the effectiveness of their actions with the children and adolescents victims of violence. This study chose as the unit of analysis for the CTs to view them as legitimate instances of zeal for the rights of children and adolescents, imposed by the 1988 Federal Constitution and regulated by the Children and Adolescents Statute (1990). The TCs have, in the precepts of ACS (Art 136), legal and legitimate powers to protect the rights of children and adolescents at risk and / or violated. This investigative study adopted the ethical-political horizon as the effective guarantee of citizenship rights of children and teenagers victim of violence. Prioritized the analysis of the struggles and achievements relating to the treatment of children and adolescents in this city, emphasizing the passage of the doctrine of irregular Minors Code for the doctrine of integral protection, within the framework of the Constitution of 1988 and the ACS. The structural phenomenon of violence against children and adolescents is understood as a manifestation of the social issue that has the family as the predominant locus. In the process of understanding the complexity of this phenomenon, we prioritized, based on indices of violence, the analysis of the challenges encountered by TCs, to break the cycle of violence. Finally, we analyzed the mediation, contradictions and strategies developed by the joint board, together with other agencies that make up the Guarantees System of the Rights of the Child and Adolescent (GSDCA) in view of the effectiveness of care through shared action and decentralized. The survey revealed that despite the record of some progress in recent years, the TCs have weaknesses with regard to the exercise of its powers and duties. These weaknesses have proved to be resulting mainly from poor conditions of infrastructure, the inefficiency of public policies in meeting the families and the dislocation with government institutions and nongovernmental organizations to control and defend the rights of the juvenile population. Moreover, the local society reveals ignorance of the real tasks of TCs as instances of protection and care of the rights and as spaces for democratic participation. From the standpoint of method, there is to be held in dialectical and in objective conditions, the traffic verification of the social problem for the analysis of the mediations and contradictions that drive it to the counselors, coated with lawful authority, are capable, articulate with society in general and with the organs that make up the GSDCA, to give materiality to a new political culture and an institutional participatory in the county, under the aegis of the law.
Objetiva-se com esta dissertação identificar o grau de legitimidade social e política e de institucionalidade participativa dos Conselhos Tutelares (CTs) do município de Palmas-TO (gestão 2007 a 2009), por meio da análise da efetividade de suas ações junto às crianças e aos adolescentes vítimas de violência. O presente estudo elegeu como unidade de análise os CTs por entendê-los como legítimas instâncias de zelo dos direitos da criança e do adolescente, instituídas pela Constituição Federal de 1988 e regulamentadas pelo Estatuto da Criança e do Adolescente (1990). Os CTs têm, nos preceitos do ECA (Art. 136), atribuições legais e legítimas para zelar pelos direitos da criança e do adolescente ameaçados e/ou violados. Este estudo investigativo adotou como horizonte ético-político a efetiva garantia dos direitos de cidadania da população infanto-juvenil vítima de violência. Priorizou-se a análise das lutas e conquistas relativas ao tratamento dispensado à criança e ao adolescente nesse município, enfatizando a passagem da doutrina da situação irregular dos Códigos de Menores para a doutrina de proteção integral, nos marcos da Constituição Federal de 1988 e do ECA. O fenômeno estrutural da violência praticada contra a criança e o adolescente, seja pelo Estado, sociedade e/ou pela família, é entendido como manifestação da questão social que tem a família como lócus predominante. No processo de apreensão da complexidade desse fenômeno, priorizou-se, com base nos índices de violência praticada, a análise dos desafios encontrados pelos CTs, para romper com o ciclo dessa violação de direitos. Por fim, analisou-se as mediações, contradições e estratégias de articulação desenvolvidas pelos conselheiros, junto aos demais órgãos que compõem o Sistema de Garantias dos Direitos da Criança e do Adolescente (SGDCA), tendo em vista a efetividade do atendimento mediante ações compartilhadas e descentralizadas. A pesquisa revelou que, apesar do registro de alguns avanços nos últimos anos, os CTs apresentam fragilidades no que se refere ao exercício de suas competências e atribuições. Essas fragilidades revelaram-se resultantes, sobretudo, das precárias condições de infraestrutura, da ineficiência das políticas públicas no atendimento às famílias e da desarticulação com as instituições governamentais e não-governamentais no controle e defesa dos direitos da população infanto-juvenil. Ademais, a sociedade palmense revela desconhecimento das reais atribuições dos CTs como instâncias de proteção e zelo dos direitos e como espaços de participação democrática. Do ponto de vista do método, há que se realizar dialeticamente e em condições objetivas, o trânsito da evidencia dessa problemática social para a análise das mediações e contradições que a determinam para que os conselheiros, revestidos de autoridade legal, sejam capazes, ao se articularem com a sociedade em geral e com os órgãos que compõem o SGDCA, de dar materialidade a uma nova cultura política e a uma institucionalidade participativa no município, sob a égide do direito.
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De, Bruin David Wegeling. "Child participation and representation in legal matters." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/27414.
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The child’s participation in any legal matter involving him/her is crucial whether received directly or indirectly through a legal representative. The significance of the child’s views in legal matters is accepted internationally and is entrenched in South African law. This is the main feature of the present research. In Roman law the paterfamilias was the complete antithesis of the best interest of the child with his paternal power entirely serving his own interests. The best interests of the child progressively improved his/her participatory rights and the dominance of paternal authority in Roman, Germanic, and Frankish law eventually gave way to parental authority and assistance in Roman-Dutch law. This advanced the child’s participation in legal matters and under Roman-Dutch law, his/her right of participation included legal representation by way of a curator ad litem. The child’s best interests were consistently viewed from an adult’s perspective and resulted in an adult-centred assessment of his/her best interests. Statutory intervention increased the child’s participatory and representation rights, however, the tenor of these items of legislation remained parent-centred. The Appeal Court later dispelled any uncertainty regarding the paramountcy with respect to the best interests of the child. During the 1970s in South Africa, the emphasis began shifting from a parent-centred to a child-centred approach in litigation between parents in cases involving their children. An open-ended list of factors comprising the best interests of the child accentuated this shift. Courts were encouraged to apply the paramountcy rule in legal matters concerning children and to consider the views of children in determining their best interests. The new democratic constitutional dispensation in South Africa, followed by the ratification of the Convention on the Rights of the Child and the African Charter, obligated South Africa to align children’s rights with international law and standards. The South African Law Reform Commission set out to investigate and to formulate a single comprehensive children’s statute. The resultant Children’s Act 38 of 2005 is the most important item of legislation for children in private law in South Africa. The Children’s Act provides for the widest possible form of child participation in legal matters involving the child. It revolutionises child participation requiring no lower age limit as a determining factor when allowing the child, able to form a view, to express that view. The child’s right to access a court and to be assisted in doing so further enhances his/her participatory right. Effective legal representation is the key in ensuring that children enjoy the fundamental right of participation equal to that of adults in legal matters involving children. Comparative research of child laws in Australia, Kenya, New Zealand and United Kingdom confirms that South Africa is well on the way in enhancing children’s participatory and legal representation rights in legal matters concerning them. This illustrates that only the child’s best interests should serve as a requirement for the legal representation of children in legal matters. Continued training is essential to ensure the implementation of the Children’s Act and requires a concerted effort from all role-players.Thesis (LLD)--University of Pretoria, 2010.
Private Law
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Lima, Thaísa de Oliveira. "Pedagogia [i. é pedagogias participativas: um estudo de caso no âmbito dos direitos da criança." Master's thesis, 2013. http://hdl.handle.net/1822/24521.
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Dissertação de mestrado em Educação de Infância (área de especialização em Supervisão e Pedagogia da Infância)Este trabalho é o resultado de uma pesquisa, desenvolvida no âmbito do Mestrado de educação de Infância – Área de especialização em Supervisão e Pedagogia da Infância, do Instituto da Educação da Universidade do Minho. Trata-se de um estudo de caso qualitativo que tem como inspiração de base o pensamento de Dewey e a perspectiva pedagógica da Associação Criança, a Pedagogia-em-Participação e como objetivo central compreender a questão dos direitos das crianças nas pedagogias participativas. Para a concretização deste objetivo realizou-se uma entrevista semiestruturada a um grupo de educadores de infância procurando: (a) verificar se na formação inicial desses educadores, realizada em instituições de formação muito diferentes, foi abordada a questão dos direitos das crianças; (b) se essa formação contribuiu para a compreensão dos direitos das crianças e; (c) que impacto teve na prática pedagógica desses educadores. A análise das entrevistas permitiu constatar que os educadores conhecem os direitos das crianças desde sua formação inicial e revelam preocupações em respeitar esses direitos. Todas as informações colhidas são relevantes em relação às experiências cotidianas realizadas pelos educadores juntamente com as crianças nos centros de educação infantil. Neste estudo conclui-se que nas pedagogias participativas as crianças têm direito a experiências de vida democrática e que a educação deve, portanto caminhar nesse sentido, permitindo aos educadores de infância usufruir de uma formação inicial que lhes permita desenvolver uma prática pedagógica diferenciada.
This work is the result of research carried out within the Master of Early Childhood Education - Area of Specialization in Childhood Education and Supervision, Institute of Education, University of Minho. This is a qualitative case study that has as basic inspiration the thought of Dewey and pedagogical perspective of Child Association, Pedagogy-in-Participation and aimed at understanding the issue of children's rights in participatory pedagogies. To achieve this goal we carried out a semi-structured interview to a group of kindergarten teachers looking for: (a) verify that the initial formation of these educators, held in very different training institutions, addressed the issue of children's rights; (b) if the training contributed to the understanding of children's rights, and (c) what impact did these educators in teaching practice. The analysis of interviews have revealed that educators know the rights of children since its initial reveal concerns and to respect those rights. All information collected is relevant in relation to everyday experiences conducted by educators together with children in early childhood education centers. This study concluded that the participatory pedagogies children have the right to democratic life experiences and that education must therefore move in this direction, allowing early childhood educators enjoy a training that enables them to develop a differentiated pedagogical practice.
Books on the topic "Children's participatory rights"
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Margaret, Bell. Promoting children's rights in social work and social care: A guide to participatory practice. London: Jessica Kingsley Publishers, 2011.
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Promoting children's rights in social work and social care: A guide to participatory practice. London: Jessica Kingsley Publishers, 2011.
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Dockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Limited, 2014.
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Dockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Incorporated, 2014.
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Dockett, Sue, Susan Groundwater-Smith, and Dorothy Bottrell. Participatory Research with Children and Young People. SAGE Publications, Limited, 2014.
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Bell, Margaret. Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice. Kingsley Publishers, Jessica, 2011.
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Münch, Ursula, Christoph Klein, Carolin Ruther, and Jörg Siegmund, eds. Kranke Kinder haben Rechte! Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921967.
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In the last 200 years, the field of paediatrics has taken enormously successful strides forward. However, in a healthcare system which is being increasingly geared towards efficiency and optimisation, the needs and rights of sick children are often overlooked, which includes aspects of hospital architecture and the necessary resources to afford children the time they need. Treating them as equals and respecting their participatory rights are also often neglected, while the particularities of paediatrics are hardly acknowledged in political debate or in the media. The first German Child Health Summit, at which representatives from all Germany’s university children’s hospitals, experts in constitutional law, ethicists and experts from child rights and patients organisations discussed how the situation in the field of paediatrics can be improved and how the right of sick children to receive comprehensive healthcare can be guaranteed, focused on the current challenges involved in treating ill children. This book documents the contributions that were discussed at the conference.
Book chapters on the topic "Children's participatory rights"
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Desai, Murli. "Module 1 The Methodology of Participatory Group Workshops." In Rights-based Direct Practice with Children, 1–29. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4729-9_1.
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Blaisdell, Caralyn, John M. Davis, Vinnarasan Aruldoss, and Lynn McNair. "Towards a more participatory fulfilment of young children’s rights in early learning settings." In The Routledge International Handbook of Young Children’s Rights, 395–405. New York : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9780367142025-32.
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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.
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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.
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Bae, Berit. "Children’s Participatory Rights at Risk? Perspectives from Norway: Policy and Practice in Early Childhood Education and Care." In Young Children in the World and Their Rights, 189–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68241-5_14.
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"Visual Methods in Participatory Rights-Based Research with Children and Young People in Indonesia and Vanuatu." In Handbook of Children's Rights, 572–600. New York, NY : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315766300-44.
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Honeyman, Susan. "The Price of Protectionist Pretense." In Perils of Protection, 157–83. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496819895.003.0006.
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This chapter evaluates children's books about illness as potential rights-bearing, or rights-suppressive, discourses, through the lens of anthropological findings about actual children facing potentially life-threatening disease or in oculation to protect against it. Adults often actively with hold the truth from dying child patients, denying their ethical rights to medical honesty, awareness, and agency. Children's books about canceren act the same denial and dishonesty about terminal illness by establishing a common pretense for politely avoiding the touchy subject, demonstrating the pervasiveness of a protectionism that in fact impinges upon children's participatory rights to full knowledge and self-determination about their bodies. Ultimately "cancer books" tend to "protect" parents during their emotional struggle to support children rather than respecting young patients and readers by acknowledging their right to be in formed and participate as knowing medical subjects.
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Matthews, Nic, Hilary Smith, Denise Hill, and Lindsey Kilgour. "Play, playwork and wellbeing." In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0013.
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This chapter presents an overview of the literature on childhood wellbeing which is characterised by large scale, cross-sectional studies. However, Article 12 of the United Nations Convention on the Rights of the Child (1989), states that children have the right to express their own opinion on matters pertaining to them. Participatory research techniques and creative methodologies have the potential to put children’s voices at the centre of enquiries into childhood. Creative methods help children narrate their lived experience. This chapter sets out one element of a twelve month participatory research project in which the authors worked with a group of play rangers. Using drawings and photo elicitation, the play rangers engaged the children attending the play settings in informal discussions regarding their experience of being involved in outdoor play. Consideration was given to how these experiences support and contribute to the domains of wellbeing identified within a developmental assets framework.
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Križ, Katrin. "Protecting children, creating citizens." In Protecting Children, Creating Citizens, 133–48. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447355885.003.0007.
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This chapter highlights the participatory approaches that exist in child protection practice. Citizens are people who actively participate in decisions about their lives and the communities in which they live. If child protection caseworkers promote children's participation in these decisions, they also play a role in promoting their status as citizens. Of course, children's interactions with other children and young people and other adults may contribute to children's and young people's status as citizens as well. The participation of children in child protection-related decisions is only one 'building block' of a larger historical trajectory towards children's citizenship and children's rights. Nonetheless, it is worthy of exploration because abused and neglected children are in an especially vulnerable position.
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Liebel, Manfred. "Pitfalls of postcolonial education and child policies in Africa." In Decolonizing Childhoods, 99–124. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447356400.003.0007.
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With 70 per cent of people under the age of 30, more than 450 million children and adolescents under the age of 18, including approximately 150 million children under the age of 5, Africa is the ‘youngest’ continent. Research on children and childhoods in Africa has rarely addressed post- and decolonial issues. Contrasting the common picture of Africa as backward, disaster ridden continent, this chapter outlines how the situation of children and the characteristics of childhood in Africa are influenced by postcolonial power and childhood policies. It concentrates on three aspects. On the one hand, it discusses the changes that follow the establishment of schools according to Western patterns. Secondly, the debate on the appropriateness and implementation of children's rights, especially with regard to particularly marginalized groups of children in precarious living conditions. Thirdly, the relationship between children and adults and their limitations and opportunities to play an equal and participatory role in their societies is considered.
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Conti, Luisa. "The SHARMED Participatory Digital Archive." In Promoting Children’s Rights in European Schools. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350217812.ch-11.
Full textReports on the topic "Children's participatory rights"
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Gorman, Clare, Lucy Halton, and Kushum Sharma. Advocating for Change in Nepal’s Adult Entertainment Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.010.
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The United Nations Human Rights Council has a powerful role to play in addressing the worst forms of child labour. Accountability mechanisms such as the Universal Periodic Review (UPR) – which work to support Member States to improve their human rights situation – are therefore widely seen as important opportunities to advocate for change. Ahead of Nepal’s third UPR cycle in 2021, the CLARISSA programme met with eight UN Permanent Missions to present recommendations addressing the exploitation of children within Nepal’s adult entertainment sector. This spotlight story shares the programme’s experience in advocacting within this process. It also highlights their approach of providing decision makers with recommendations to the Government of Nepal that were underpinned by the importance of integrating a participatory, adaptive and child-centred approach.
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Evidencing Participatory Child Rights Work. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/rejuvenate.2022.003.
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The impetus for this dialogue came out our first Rejuvenate working paper – which formed the basis of our living archive. In the paper, we tried to map the people, projects and publications that occupied the space at the intersection of child rights and participation. What we found in our review was that most of the ‘evidence’ presented by what we think of as substantively participatory work, the end point of which would be child/youth-led work, was evidence of how to do participation well. As evidence, it was slightly circular because it started from an assumption that rights are intrinsically valid and then tried to show how to best engage with children/young people, focusing on process rather than outcomes. In a global context of shrinking civic space, and in which rights agendas are being systematically eroded, a conversation on how and why we evidence rights becomes even more important. In this dialogue, we asked: Why do we measure what, and for whom? how can we include children and young people in these processes? and how can monitoring and evaluation work serve accountability to a diverse range of stakeholders?
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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.
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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).