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.
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Hutchison, Kirsten. "Homework through the Eyes of Children: What Does Visual Ethnography Invite Us to See?" European Educational Research Journal 10, no. 4 (January 1, 2011): 545–58. http://dx.doi.org/10.2304/eerj.2011.10.4.545.
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Whilst the notion of children's rights and an entitlement to express their views and participate as global citizens is threaded throughout the international policy field, children's perspectives on the near ubiquitous practice of homework, and its effects on their daily lives and learner subjectivities, remain under-researched. Drawing on the Bourdieuian concepts of practice, habitus, capital and field, this article develops a cross-cultural analysis of homework practices in Australia, Denmark and Britain to make visible the embodied habitus and agentic possibilities shaping the reproduction of educational advantage and disadvantage for variously located students. Using video data generated by children in primary schools, the article explores children's visual representations of their compliance and resistance to homework's regulatory functions. It demonstrates the affordances of visual ethnographic methods as a form of participatory research with children which foregrounds students' experiences and opinions and makes visible the inclusionary and exclusionary effects of homework on children in diverse socio-cultural settings.
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Fernando, Joshua, Sarwititi Sarwoprasodjo, Pudji Muljono, and Rustono Farady Marta. "Critical Awareness Preliminary: Leadership of Girls Post Ethnic Conflict in West Kalimantan." Jurnal Komunikasi 14, no. 2 (December 11, 2022): 362–81. http://dx.doi.org/10.24912/jk.v14i2.19085.
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door for every child, especially girls, to have equal opportunities to participate widely regardless of their gender status. The West Kalimantan Children's Forum exists as a means for girls to express their opinions and contribute more to the full fulfilment of children's rights. The historical background of past ethnic conflicts makes the reconciliation of ethnic conflicts in West Kalimantan continue to this day. Indirectly the participation of children, especially girls, is very calculated for establishing harmony between ethnicities and all groups of people in West Kalimantan. The study is aimed to the initial review of phenomenological studies in looking at the critical awareness process through participatory intercultural communication processes carried out by female leaders who are children of Dayak and Madurese ethnicity at the West Kalimantan Children's Forum. This research uses a qualitative method drawn from a phenomenological perspective so that the process of individual experience becomes very important as a witness to the journey of reconciliation. The theory of Liberation Education from the perspective of Paulo Freire is used to see how far the process of critical awareness through participatory intercultural communication processes can encourage individuals to proceed in reconciliation for the sake of inter-ethnic harmony through participation as a member of the West Kalimantan Children's Forum. The subject of this research involved girls as members of the Children's Forum in the form of in-depth interviews to see to what extent the public sphere provides an opportunity to process together reconciliation which is still ongoing today. This study explains that the achievement of critical awareness in girls' participation in conflict reconciliation still has to go through several stages of awareness, such as magical and naive. The process of openness, learning, and accepting differences, will make girls' leadership reach the highest critical awareness and be able to participate fully in development that involves quality young people.
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Istiadah, Istiadah, Aprilia Mega Rosdiana, and Muallifah Muallifah. "Overcoming the Impact of COVID-19 in the Densely Populated Area through “Taman Momong”." Sawwa: Jurnal Studi Gender 16, no. 2 (October 30, 2021): 233–52. http://dx.doi.org/10.21580/sa.v16i2.9513.
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The COVID-19 Pandemic in Indonesia attacked public health and disrupted child care, especially for those in dense settlements and classified as low-income households. This research aims to help densely populated communities provide care facilities to optimize children's playgrounds and learning spaces for free to optimize children's physical and psychological growth and development during the Pandemic. By using the Participatory Action Research (PAR) method, this study resulted in three “Taman Momong” facilities equipped with children's play facilities, a mini library for children, the implementation of various educational activities needed by the community in the form of parenting workshops, the importance of parenting based on the fulfillment of children's rights, training on the use of Moringa and aloe vera plants to improve family nutrition, fulfill children's nutrition and herbal medicines to maintain family health. Thus, “Taman Momong” as green space can be beneficial in improving the physical and mental health of the community. Community activities at “Taman Momong” such as community parenting, gardening, recreation, and learning together show that psychologically and sociologically Taman Momong is the answer in overcoming parenting problems during the COVID-19 pandemic. This study shows that other communities can also use the existing vacant land to build “Taman Momong”. The society collaborates with the government to facilitate the park as a public space to support optimal care for their children
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Fahrunnisa and Apriadi. "KESIAPAN KABUPATEN SUMBAWA MENJADI KABUPATEN LAYAK ANAK (Ditinjau dari Aspek Penguatan Kelembagaan dan Implementasi Pemenuhan Hak Anak)." Jurnal TAMBORA 3, no. 3 (October 16, 2019): 72–77. http://dx.doi.org/10.36761/jt.v3i3.399.
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Sumbawa District is one of the districts that have a violent figure against the highest children in West Nusa Tenggara province. Based on the P2TP2A data of Sumbawa Regency, the number of cases of violence against children in 2017 amounted to 55 cases and there was an increase in the number of cases of child violence in 2018 IE 66 cases. This is not in line with the policy of the local government of Sumbawa district to create a child-worthy district (KLA). This research aims to identify institutional strengthening and implementation of child rights fulfillment in Sumbawa district. The research method used is participatory action research involving regional device organization (OPD) which has duties and functions in fulfilling children's rights. The result of this action research is that the implementation of child rights can not be done completely by the local government, this is due to institutional capacity has not been adequate because of the weak coordination between OPD and the unavailability of action plans Area (RAD).
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Mandel Butler, Udi. "Children's Participation in Brazil – A Brief Genealogy and Recent Innovations." International Journal of Children's Rights 16, no. 3 (2008): 301–12. http://dx.doi.org/10.1163/157181808x311150.
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AbstractThis paper provides an overview of significant developments in Brazil in regard to children and young people's rights and participation in the public sphere. The paper addresses the importance of historically contextualizing particular practices and policies towards children and young people, in order to understand present manifestations of their "participation". Outlining the Brazilian context of deep inequality, the paper reflects how different childhoods, that of the rich and of the poor, have been differently categorised and acted upon. The paper goes on to give an account of the important movements of mass participation that emerged through the 1970s, in particular those concerning Popular Education, that sought to dismantle repressive institutions and relationships within the country, including those towards the children of the poorest sectors of the population. Important here is the influence of Brazilian pedagogue and activist Paulo Freire, whose ideas around 'conscientization' and their subsequent impact on participatory practices with children and young people are also addressed. The paper concludes with a brief overview of recent research on the multiple spaces of participation young people are engaged in, offering some possible avenues for future research.
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Fajri, Hidayatul, Artha Dini Akmal, Boni Saputra, Karjuni Dt. Maani, Iip Permana, Nila Wahyuni, and Rizki Syafril. "Peningkatan Keterlibatan Stakeholder Dalam Perumusan Peraturan Nagari Layak Anak." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 4, no. 4 (September 30, 2020): 754–61. http://dx.doi.org/10.31849/dinamisia.v4i4.4550.
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Nagari Situmbuk and Nagari Tabek Patah, our activity partners, do not yet have regulations governing the protection of public spaces that are suitable for children. Whereas Law No. 23/2002 requires every city/regency and village to have a child-friendly environment, also Law_No._35 of 2014 concerning_child_protection demands the same thing. The urgency was also emphasized by the issuance of the_Regulation_of_the_Minister_of Women_Empowerment and Child_Protection of the Republic of Indonesia No 13 of 2010 Technical Guidelines for Eligible Districts / Cities in Children / Villages and Regional Regulation of Tanah Datar District No. 6 of 2018 concerning Implementation of Child Protection. Therefore, the existence of the Nagari Rule on Child-Friendly Nagari as important as participatory and collaborative policy formulation capabilities is held at the nagari level. It was marked by the involvement of stakeholders aiming that the policy would get full commitment from all parties. This activity is carried out using a participatory and collaborative training approach method. The results of devotion show that the involvement of stakeholders is still low in the formulation of policies in both of our partner villages. This is caused by 1) their lack of knowledge about children's rights and 2) communication, interaction, and exchange of information among stakeholders that is low so that it fails to form a policy network..
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Abdullah, Alhassan, Ebenezer Cudjoe, and Margarita Frederico. "Barriers to Children's Participation in Child Protection Practice: The Views and Experiences of Practitioners in Ghana." Children Australia 43, no. 4 (October 22, 2018): 267–75. http://dx.doi.org/10.1017/cha.2018.41.
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The United Nations Convention on the Rights of the Child (UNCRC) includes provisions to ensure that children and young people have a say in decisions affecting their lives. Although a signatory to the UNCRC, Ghana is a nation where little empirical evidence has been gathered regarding the barriers that prevent children from participating in child protection. Thus, in this article, we report on findings from a qualitative study into the barriers to children's participation in child protection practice in Ghana. The study was based on qualitative interviews with 15 child protection practitioners, and a constructivist grounded theory approach was used to analyse data from the interviews. Intimidation, parental influence, communication problems, and confidentiality were identified as barriers to promoting participatory practices for children in the child protection process. The study findings suggest that engaging with children in separate rooms or spaces, away from the presence of parents and other adults, could help practitioners promote children's participation. It is recommended that practitioners should upgrade their skills for working with children by taking part in in-service training, workshops, and seminars to help address issues with communication. Practical actions suggested in this study may also be useful for other practitioners addressing similar issues.
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Olufisayo John-Akinola, Yetunde, Aoife Gavin, Siobhán Elizabeth O’Higgins, and Saoirse Nic Gabhainn. "Taking part in school life: views of children." Health Education 114, no. 1 (December 20, 2013): 20–42. http://dx.doi.org/10.1108/he-02-2013-0007.
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Purpose – Child participation is increasingly a global phenomenon as stated by Article 12 of the United Nations Convention on Children's Rights. This supports the first principle, Democracy, of the Health Promoting School movement. The purpose of this paper is to facilitate a three-phase participatory research process (PRP) to document the views of children about participation in school. Design/methodology/approach – A total of 248 primary school pupils aged nine to 13 years participated: the first group of pupils answered two questions on individual coloured paper; the second group categorised these data separately, by question, assigning labels for each of the categories; and the third group used the categories to develop schema. The analysis was inductive. Findings – The most common categories for what made pupils feel a part of their school were school uniforms, sports, friends, teachers and their school/classroom environment. Increase in the number of school activities, encouraging friendship and equal participation were key indicators of how pupils would ensure that everybody felt a part of the school. The findings indicate that interpersonal relationships and belonging are in the opinion of children important for taking part in school life. Originality/value – The paper illustrates children's understanding of what taking part in school means to them. The PRP encouraged pupils to have control of the three-phase research process, and demonstrated the ability of children to work together in groups while having fun at the same time.
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Kovács, Ildiko Gabriella. "Participatory Planning Pedagogy." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (November 6, 2020): 199–227. http://dx.doi.org/10.22215/cjcr.v7i1.2576.
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This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change. Working in close collaboration with planning teams of the local municipality, the program is implemented within local public elementary schools. This paper will outline the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.
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Streuli, Natalia, Martin Woodhead, and Laura Camfield. "What's the Use of 'Well-Being' in Contexts of Child Poverty? Approaches to Research, Monitoring and Children's Participation." International Journal of Children's Rights 17, no. 1 (2009): 65–109. http://dx.doi.org/10.1163/157181808x357330.
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AbstractMonitoring, protecting and promoting 'well-being' are central to realisation of children's rights. Yet definitions of the concept are both variable and can appear conceptually confused. Competing research paradigms engage with the concept and its measurement, while applications of well-being in policy are equally contested. This paper outlines some of the major debates, as a starting point for reviewing three contrasting approaches to well-being: indicator-based, participatory, and longitudinal research. In particular, it focuses on applications of the concept in contexts of child poverty worldwide. We suggest there are some promising signs of integration amongst these approaches, and argue that well-being does have potential as a bridging concept, at the same time highlighting inequalities, acknowledging diversity, and respecting children's agency. Drawing on the experience of Young Lives, a 15 year, four-country longitudinal study of child poverty, we suggest that methods for studying child well-being in global contexts should be dynamic and sensitive to culture and time, as well as to the trade-offs that children are required to make between themselves and others. We argue that dynamic approaches are especially important in research with children as they address how people change in time. Well-being is understood by Young Lives to be about real people and the social contexts they inhabit. It can act as a lens - similar to culture - which recognises that outcomes of deprivation are influenced by children and their responses to and interpretation of events. Accessing children's views in the context of their communities is important and can increase the accuracy and credibility of research data. Crucially, well-being research also foregrounds subjective meanings and experiences, and provides the background for interpreting 'best interests'. While shared visions for well-being can set parameters of acceptability and underpin basic entitlements, detailed specification must be negotiable, especially taking account of the views of the principal stakeholders, namely children, their caregivers and others centrally concerned with their lives.
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Thomas, Nigel. "Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice By MargaretBell London: Jessica Kingsley Publishers, 2011 ISBN 9781843106074, 224 pp, £19.99 (pb)." Children & Society 28, no. 6 (October 10, 2014): 497–98. http://dx.doi.org/10.1111/chso.12009.
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Creaney, Sean, and Roger Smith. "Youth justice back at the crossroads." Safer Communities 13, no. 2 (April 8, 2014): 83–87. http://dx.doi.org/10.1108/sc-01-2014-0002.
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Purpose – The purpose of this paper is to provide a reflection on the current trajectory of youth justice policy. The paper offers fresh insight into the changing face of youth justice. Design/methodology/approach – The paper draws on a range of sources, including published journal articles and statistical evidence. In so doing it critically reviews relevant academic literature. Findings – Three critical insights arise from the review. First, there are promising approaches emerging in youth justice organised around the principle of avoiding formal processing of young people where possible; such as, for example, Triage, the Youth Restorative Disposal, Youth Justice Liaison and Diversion schemes, the Swansea Bureau and the Durham Pre-Reprimand Disposal. Thus there is evidence of an emerging consensus, across the domains of policy, practice and legislation which seem to endorse the idea of community-based minimum intervention, supported by principles of offender rehabilitation and restoration. Second, whilst they have not intruded to any great extent in the sphere of youth justice so far, there is no doubt that the government is keen to extend the remit of Payment by Results schemes. Perhaps most concerning is the issue with private sector organisations engaging in “gaming activities” where maximising profit becomes the intention over enhancing the well-being of the young person. Third, it is argued that in order to reconcile the lack of user-led engagement of offenders, and experiences of disempowerment, the priority should be, throughout the Youth Justice System, to involve young people in assessment and decision-making processes. Research limitations/implications – As an exploratory paper, it does not set out to provide a blueprint on “how” the issues outlined should be resolved. Rather, it provides a basis for further discussion, and highlights some examples of promising practice, particularly around the issues of offender engagement, participation and rights compliance. This is particularly important considering that the UK government will report to the United Nations this year (2014) on its progress in implementing and complying with the children's right agenda. Practical implications – The paper highlights the issues and ambiguities facing practitioners working within a payment by results framework which is contextualised by what appears to be a more liberal tone in public policy. It also explores the challenges delivering participatory approaches. Originality/value – The paper investigates a neglected area in youth justice, namely that of participatory approaches. It argues that, although there are resource pressures and time constraints, service user participatory techniques should be encouraged, particularly as they promote positive engagement and motivation, principally by offering a sense of control over choice.
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Roose, Rudi. "Promoting Children's Rights in Social Work and Social Care. A Guide to Participatory Practice Margaret Bell Jessica Kingsley, London, 2011, 224 pp. £25.00. ISBN 978 1 84310 607 4." Child & Family Social Work 18, no. 3 (July 18, 2013): 376–77. http://dx.doi.org/10.1111/cfs.12011.
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Wright, Laura H. V. "Play: Fostering relationships that inspire positive change in young people’s meaningful participation." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 5, no. 1 (November 9, 2018): 223–53. http://dx.doi.org/10.22215/cjcr.v5i1.1240.
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Despite play’s recognition in the United Nations Convention on the Rights of the Child (UNCRC) and evidence that play is beneficial to children’s development, and a vehicle to support realization of other children’s rights, it is one of the most neglected rights of the child. An overarching devalue of play has implications on its relationship with children’s participation rights and correspondingly the realization of young people’s meaningful participation. This article explores the interplay between the right to play and children’s participation rights. Drawing upon a participatory play-based research qualitative study with young people at a youth-driven child rights workshop entitled XXXX and interviews with adults, the article considers the role of play in relational development for meaningful participation, as well as the devalue of play across young people and adults. The article concludes with a discussion of the implications of findings and provides recommendations for the role of play to co-create transformative participatory environments in research, policy, and programs.
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Kaukko, Mervi. "The crc of Unaccompanied Asylum Seekers in Finland." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 140–64. http://dx.doi.org/10.1163/15718182-02501006.
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According to the un Convention on the Right of a Child (crc), all children in Finland have the right to participate in decision-making concerning them. This article shows how the conceptualisation of childhood affects the implementation of the crc, especially Article 12 on participation, focusing on unaccompanied asylum-seeking children in Finland. Universalist notions of childhood and children’s participatory rights overlook the specific socio-historical realities in which these rights exist. Therefore, this article adopts an intersectional view, in which children are seen not as future adults or citizens but as current rights-holders, and acknowledges the complexity of children’s reality where ethnicity, gender and past experiences are interrelated with the conception of childhood. Based on participatory action research with 12 unaccompanied girls, this article shows that they have justified views on their rights during the asylum process, and that those views should be heard and acted upon.
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Avci, Neslihan. "How is a research that children want? Hearing the children’s voices during the research process!" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 60–69. http://dx.doi.org/10.18844/prosoc.v4i6.2914.
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It is important to get the views of children during participation in the research process. The Committee on the Rights of the Child mentions the aspects to be conveyed to children who participate in research processes. A ‘symmetrical approach’ must be adopted for getting children’s own consent, and informing them about the research and participatory methods. This study aims to utilise children‘s voices for research processes, and their participation and the participatory methods they prefer are the main goals. Children’s views on their research processes, their needs and their interests are investigated and the data collected via semi-structured interviews from seven male and seven female children by sampling and snowball sampling techniques. The majority of the children were found to be keen to participate in the research and they wanted a positive approach; they also have different expressions according to their contextual characteristics, like the place to conduct the research. Keywords: Children’s voice, research, researcher.
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Novella-Cámara, Ana-María, Clara Romero-Pérez, Héctor-S. Melero, and Elena Noguera-Pigem. "Children’s participation, local policy and the digital environment: Visions and uses among Spanish municipalities." Comunicar 29, no. 69 (October 1, 2021): 33–43. http://dx.doi.org/10.3916/c69-2021-03.
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Children's policies at the local level stimulate initiatives in the municipalities to encourage child participation. In this article, we focus on the local political sphere as a space for the promotion of child participation and citizenship through digital mediation. It is in this immediate environment where the rights of children and adolescents are exercised and promoted. The study aims to analyse the contributions perceived by municipal leaders (elected officials and technical figures) of the digital environment and the uses they make of it to promote children’s participation in the municipality. This study is part of a national project that includes as collaborating entities the International Association of Educating Cities (IACE) and Child Friendly Cities (CAI-Unicef). 279 subjects (191 technical figures and 88 elected officials) from 179 Spanish municipalities associated members of IACE and/or CAI. Data were collected in 2020. Two ad hoc designed questionnaires were applied. Two of the most significant results of the study are: (a) the finding of the variable that establishes differences between those technical figures that mediate children’s participation with technological environments and those that do not; (b) the use made of the digital environment as an interactive space for informational purposes. It concludes on the need to rethink the digital environment as a participatory area and increasing the use of technology in support of children’s citizenship. Las políticas de infancia a nivel local dinamizan en los municipios iniciativas para impulsar la participación infantil. En este artículo nos centramos en la política local como espacio promotor de participación y ciudadanía infantil a través de la mediación digital ya que es, en ese entorno inmediato, donde los derechos de la infancia y la adolescencia se ejercitan y se promueven. El estudio persigue analizar qué aportaciones perciben los referentes municipales (cargos electos y figuras técnicas) del entorno digital y qué usos hacen de él para impulsar la participación infantil en el municipio. Este estudio forma parte de un proyecto nacional que cuenta como entidades colaboradoras a la Asociación Internacional de Ciudades Educadoras (AICE) y Ciudades Amigas de la Infancia (CAI-Unicef). Han participado en él 279 sujetos (191 figuras técnicas y 88 cargos electos) procedentes de 179 municipios españoles asociados a AICE y/o CAI. Los datos fueron recabados en 2020. Se aplicaron dos cuestionarios diseñados ad hoc. Dos de los resultados más significativos del estudio son: a) el hallazgo de la variable que establece diferencias entre aquellas figuras técnicas que median la participación infantil con entornos tecnológicos y con las que no lo hacen; b) el uso que se hace del entorno digital como espacio interactivo con fines informativos. Se concluye en la necesidad de repensar el entorno digital como un espacio participativo e incrementar el uso de la tecnología al servicio de la ciudadanía infantil.
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Markowska-Manista, Urszula. "The ethical dilemmas of research with children from the countries of the Global South. Whose participation?" Polish Journal of Educational Studies 71, no. 1 (December 1, 2018): 51–65. http://dx.doi.org/10.2478/poljes-2018-0005.
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AbstractThe article outlines issues in the area of childhood studies and children’s rights that concern the participation of children and adolescents from the countries of the Global South in participatory research. The article presents the ethical aspects and methodological dilemmas of such research, pertaining to engaging children and adolescents in research conducted by adults. Other issues addressed in the text refer to the child’s right to respect, the subjective treatment of children and adolescents (as respondents) as well as the limits of participatory involvement of children in the research process. The article also discusses the ethical dilemmas of research whose methodological approaches and concepts were designed in a different, distinct socio-cultural context and can interfere in the life and functioning of the community it is conducted in, including a negative influence on children’s social situation in the future.
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Canosa, Antonia, Kathryn E. van Doore, Harriot Beazley, and Anne Graham. "Children’s Rights in the Tourism Industry." International Journal of Children’s Rights 30, no. 2 (June 6, 2022): 322–55. http://dx.doi.org/10.1163/15718182-30020008.
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Abstract This article maps and critically discusses the intersection of childhood, human rights and tourism in scholarly research. Findings reveal this area of scholarship has received little attention beyond “adultist” and “protectionist” approaches, which construct children as too vulnerable to participate in tourism research, policy and practice. Through a systematic scoping review of relevant peer-reviewed scholarly articles, we argue for more child-centred, rights-based, and participatory approaches to engaging children in research about their lives in an area where their voices are often neglected. The United Nations Convention on the Rights of the Child (uncrc) was an important milestone in realising children’s rights, and while much has been achieved during this time, children’s rights research and scholarship must address certain fundamental issues to move into the future. This paper aims to respond to the recent call for more interdisciplinary efforts focused on children’s rights in the context of global development and tourism.
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de Sousa, Joana, Eleni Loizou, and Paulo Fochi. "Participatory pedagogies: Instituting children’s rights in day to day pedagogic development." European Early Childhood Education Research Journal 27, no. 3 (April 30, 2019): 299–304. http://dx.doi.org/10.1080/1350293x.2019.1608116.
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Erdal, Marta Bivand, and Mette Strømsø. "Children’s rights, participatory research and the co-construction of national belonging." Human Rights Education Review 1, no. 1 (June 23, 2018): 25–45. http://dx.doi.org/10.7577/hrer.2610.
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This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the co-construction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.
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Deszcz-Tryhubczak, Justyna. "Using Literary Criticism for Children’s Rights: Toward a Participatory Research Model of Children’s Literature Studies." Lion and the Unicorn 40, no. 2 (2016): 215–31. http://dx.doi.org/10.1353/uni.2016.0012.
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MARKOWSKA-MANISTA, URSZULA, and ANNA ODROWĄŻ-COATES. "CHILDREN’S RIGHTS AND CHILDHOOD STUDIES AS A CHALLENGE AND A DRIVER OF SOCIAL CHANGE." Society Register 5, no. 2 (May 15, 2021): 7–12. http://dx.doi.org/10.14746/sr.2021.5.2.01.
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This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.
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Moody, Zoe. "Children’s Rights to, in and through Education: Challenges and Opportunities." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 11–25. http://dx.doi.org/10.32320/1581-6044.31(3-4)11-25.
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Children’s rights in education incorporate many challenges in terms of both implementation and the pedagogical and social change opportunities they bring. First, ensuring access for all to quality education, regardless of characteristics like gender, migrant status, disability status, socio-economic status, ethnic background, family language etc., is a global concern. Second, effective implementation of the United Nations Convention on the Rights of the Child (1989) in schools – whether protecting them from discrimination and violence or creating a spirit of mutual understanding and acceptance, or fostering learning based on participatory pedagogies and structures for greater social justice – remains a challenge for the 21st century school. Finally, the ambition to enable children to become genuine agents of change capable of responding to today’s challenges in a globalised world, in all its complexity and diversity, while respecting the rights of all, raises many questions which the field of education faces now and will increasingly do so in the future. Exploring the multidimensional relationships between children’s rights and education, this article aims to give a clear picture of the field globally, through the prism of diversity, participation and social transformation as challenges for research and practice. Its aims are threefold: addressing the right of the child to, in and through education. First, the main obstacles to accessing education worldwide are identified; the issue of producing an inclusive, rights-infused environment in schools is then examined; finally, the transformative dimension of education and rights-education is discussed.
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Lang, Melanie. "Advancing children’s rights in sport: coaching, childhood agency and the participatory agenda." Sports Coaching Review 11, no. 1 (January 2, 2022): 41–63. http://dx.doi.org/10.1080/21640629.2021.1990655.
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Watkins, Dawn, Effie Lai-Chong Law, Joanna Barwick, and Elee Kirk. "‘If you are 10, you go to prison’: children’s understanding of the age of criminal responsibility." Northern Ireland Legal Quarterly 67, no. 3 (September 1, 2016): 311–26. http://dx.doi.org/10.53386/nilq.v67i3.120.
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Under Article 12 of the UN Convention on the Rights of the Child, all children who are capable of forming their own views have the right to express those views freely in all matters affecting them. Through the use of innovative, participatory methods, the authors of this paper have gathered the views of over 600 children aged 8–11 years concerning the current age of criminal responsibility under English law. The aim of this article is to demonstrate what and how children think about the age of criminal responsibility; in the hope that children’s views, both individually and collectively, will both inform and influence debate on this significant issue. Through their analysis of children’s views, the authors demonstrate in this article that there exists for children a strong association between the notion of criminal responsibility and imprisonment. In light of this, the authors suggest that, alongside the discussions that are taking place around the appropriate age for setting criminal responsibility, priority must also be given to the consideration of steps that can and should be taken to increase children’s awareness of the English legal system to enhance their understanding of the criminal justice system and to improve their knowledge and understanding of children’s rights both in the context of wrong-doing, and more widely.
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Cairns, Liam, Seamus Byrne, John M. Davis, Robert Johnson, Kristina Konstantoni, and Marlies Kustatscher. "Children’s Rights to Education – Where is the Weight for Children’s Views?" International Journal of Children’s Rights 26, no. 1 (March 7, 2018): 38–60. http://dx.doi.org/10.1163/15718182-02601007.
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This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concerning the extent to which the views of children are given due weight in decision-making processes in schools, whether the background a child comes from affects the way school staff listen to them and whether school rules act as a barrier or enabler for children’s rights. In turn, these questions are related to what educational processes might look like that place due weight on the views of children, what cultures create barriers to listening in practice, and what we can learn from children’s overall experiences. The paper presents findings from a participatory empirical peer research project (funded by a Carnegie Research Incentive Grant and the University of Edinburgh Challenge Investment Fund), conducted with and by young people in schools in Scotland and the north of England. This paper is innovative as it is the product of collaborative working between academics at the University of Edinburgh, staff at Investing in Children and the young researchers who co-authored this article for publication.
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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. 4 (October 7, 2018): 611. http://dx.doi.org/10.1111/ejed.12303.
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Huić, Aleksandra. "Children’s participation rights in schools — teachers’ beliefs and practices." Kriminologija & socijalna integracija 30, no. 2 (December 22, 2022): 145–66. http://dx.doi.org/10.31299/ksi.30.2.1.
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Schools represent an important context for implementing participation rights guaranteed by the United Nations Convention on Rights of the Child into the lives of children in general and into the lives of children from vulnerable groups. Providing opportunities for children to exercise their participation rights has been linked to positive youth development and universal prevention efforts in schools. Available evidence points to the importance of beliefs regarding children’s agency and participation practices. This study extends available research by investigating elementary-, middle- and high-school teachers’ beliefs about children’s participation rights and their link to participation conducive teacher practices in schools. A comprehensive mediational model is tested, which posits that teachers’ image of children as capable, active and agentic is associated with more support for children’s participation rights, which in turn predict student-centered participatory teaching and classroom management behaviors. Teachers’ support for participation rights was measured using contextualized vignettes including both general situations and situations specific to children from vulnerable groups. A total of 519 elementary, middle and high-school teachers completed several online questionnaires. Results showed that teachers have an ambivalent image of children’s capacity and agency for decision- making, and that this view does not depend on the children’s age. Having a more positive image of children and supporting children’s participation rights more predicted student-centered teaching style and less controlling classroom management styles. Support for children’s participation rights was a significant mediator of the relationship between the teachers’ image of the children and their participation-fostering classroom practices. These findings have important practical implications for school climates which promote high-quality teaching, the prevention of problem behaviors and positive youth development.
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Fonseca Peso, Janire, Antonia Caro González, and Nemanja Milosevic. "Innovative Co-Creative Participatory Methodologies for a Dreamt-of Quality Education in Europe." Sustainability 12, no. 16 (August 7, 2020): 6385. http://dx.doi.org/10.3390/su12166385.
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The aim of this paper is to collect evidence-based experience on a co-creation multi-stakeholder participatory process in a non-formal academic environment. We use the Sustainable Development Goals (SDGs), the “6i model,” and a participatory approach as background methodologies. Within the long-lasting process of collaboration with Eurochild (Eurochild advocates for children’s rights and well-being to be at the heart of policymaking. A network of almost 200 organizations internationally recognized for its work to promote children’s rights and well-being. It influences policies, builds internal capacities, and facilitates mutual learning and exchanges of practice and research), the event started with an open session followed by a World Café dynamic with 50 participants from different age groups (13–81), cultures (Spain, United Kingdom, Finland), professions, academic fields, and socioeconomic backgrounds. Several types of data were collected: participant observation during four months (20 h), informal communication with participants, and three in-depth interviews. Based on overall analysis, the application of both the 6i model and the child participation approach had an impact on three different levels: (1) in the functioning of the core group; (2) in the experience of the participants in the event; and (3) in the final outcome of the whole process.
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Thomas, Nigel. "Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition." Childhood 19, no. 4 (February 23, 2012): 453–66. http://dx.doi.org/10.1177/0907568211434604.
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Recent attempts to theorize children’s participation have drawn on a wide range of ideas, concepts and models from political and social theory. The aim of this article is to explore the specific usefulness of Honneth’s theory of a ‘struggle for recognition’ in thinking about this area of practice. The article identifies what is distinctive about Honneth’s theory of recognition, and how it differs from other theories of recognition. It then considers the relevance of Honneth’s conceptual framework to the social position of children, including those who may be involved in a variety of ‘participatory’ activities. It looks at how useful Honneth’s ideas are in direct engagement with young people’s praxis, drawing on ethnographic research with members of a children and young people’s forum. The article concludes by reflecting on the implications of this theoretical approach and the further questions which it opens up for theories of participation and of adult–child relations more generally.
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Markowska-Manista, Urszula, and Dominika Zakrzewska-Olędzka. "Refleksje nad zastosowaniem korczakowskich metod partycypacyjnej pracy z dziećmi w obozach dla uchodźców." Problemy Wczesnej Edukacji 45, no. 2 (June 30, 2019): 72–80. http://dx.doi.org/10.26881/pwe.2019.45.07.
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The aim of the article is to outline the specifics of places and spaces – refugee camps and centers, where children constitute the majority. Through reference to activities implemented there and oriented towards children, we discuss their problematic character connected with e.g. the absence of participatory, rights-based approach (art. 12 CRC) that serves children’s emancipation and equality. In the second part of the article, we propose the implementation of Janusz Korczak’s methods – solutions for participatory work with children (“underprivileged” groups), which seem both timeless and universal. An ethical and contextual adaptation or inspiration based on Korczak’s methods in work designed for backgrounds connected with children remaining in closed and semi-closed systems, provides a chance for children’s basic participation in decision-making in matters that concern their lives. At the same time, it is an opportunity to learn children’s opinions and an expression of respect for the child as a per-son who functions here and now, in the place and space of his or her temporary stay – a refugee camp, where an international protection system for children and adults is far from effective.
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Ergler, Christina R. "Advocating for a More Relational and Dynamic Model of Participation for Child Researchers." Social Inclusion 5, no. 3 (September 26, 2017): 240–50. http://dx.doi.org/10.17645/si.v5i3.966.
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Primary school children participating as researchers has become a moral obligation to meet the goal of children’s participation rights. Yet, critical voices rarely question the ethical and practical implications of turning young children into mini-clones of adult researchers. While enabling and constraining aspects of participatory methods and inherent power issues per se are widely discussed, adult researchers still seem to struggle to critically engage with celebratory accounts of children as researchers. In particular, the practical obligations, ethical challenges and tensions that impact on primary school children’s research experiences, are underexplored. Findings from two projects on play, which engaged children as active researchers, suggest that more attention needs to be paid to the messy realities of becoming and being a child researcher. In particular, researchers should be more attuned to children’s capabilities and the ethical hurdles for child and adult researchers. This article argues therefore for a more dynamic, meaningful and realistic model of participation, that speaks to the messy realities of becoming and being a child-researcher. In other words, the article questions the dominant orthodoxy of children as researchers as the ‘gold standard’ of participatory research with children.
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Sargeant, Jonathon, and Jenna K. Gillett-Swan. "Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement." International Journal of Children’s Rights 27, no. 1 (February 16, 2019): 122–39. http://dx.doi.org/10.1163/15718182-02701002.
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In an age of high stakes testing, diversified communication, educational transformation and pedagogical evolution, the child’s contribution to education remains underutilised. Despite the emphasis on children’s active and authentic involvement in educational decision making in the United Nations Convention on the Rights of the Child (uncrc), educational reform continues to ignore the child’s view. In contexts where the child’s voice is welcomed, there remains little guidance for education professionals on how to seek and incorporate children’s perspectives in a practically focused way. By initiating Voice-Inclusive Practice (vip), educators will be better positioned to take action that supports the imperatives of educational change. Voice-Inclusive Practice is represented by processes that actively engage with children on matters that affect them and includes the child’s perspective in planning, decision making and pedagogy. This paper provides an elaboration of the vip principles that enable the participatory rights of the child in education settings.
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Bendo, Daniella. "“Can Disability Be Positive?” Reflecting on Children’s Rights and Disability through Shaking the Movers: A Youth-led Consultative, Collaborative, Participatory Model." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 6, no. 1 (November 8, 2019): 227–41. http://dx.doi.org/10.22215/cjcr.v6i1.2159.
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This article takes a reflective approach from the perspective of the National Coordinator of a youth-led consultative and collaborative model known as Shaking the Movers, developed by The Landon Pearson Resource Centre for the Study of Childhood and Children’s Rights at Carleton University in Ottawa, Ontario. It reflects on the model which was used to run a workshop that focused on children’s rights and disability to explore the guiding question: “Can Disability be Positive?” It reveals how the event unfolded, key messages from working with children and youth with disabilities, how the model worked or instances when it did not and key components that are helpful for other’s who may be interested in organizing a youth-led consultative and collaborative workshop with young people with disabilities. Ultimately, the paper explores the concepts of marginality and relationality and the ways these notions highlight how adult-centric views creep into the best laid efforts of adults who are aware of the strength of youth-led workshops.
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MacKenzie, Alison, Christine Bower, and Mohammed Owaineh. "Barriers to Effective, Equitable and Quality Education." International Journal of Children’s Rights 28, no. 4 (December 14, 2020): 805–32. http://dx.doi.org/10.1163/15718182-28040005.
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Abstract The Israeli occupation has had a considerable negative impact on the lives of Palestinians, such that achieving an effective, equitable, quality education for all children is far from being realised. Palestinian children are not only adversely affected by the occupation, but also by an educational system that fails fully and systematically to accord them their rights. Using rights-based participatory methods informed by human rights protocols, we explored the experiences of children with disabilities’ inclusion in schools. Our findings show that there is continuing failure to understand or implement the provisions of the uncrc or uncrpd, and that these children are systematically excluded or marginalised from education. We suggest that children’s rights to educational inclusion can be achieved by means of a whole system, whole educational and whole person approach, along with a consideration of a rights-based policy framework.
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Charnley, Helen, and Pearson Nkhoma. "Moving beyond contemporary discourses: children, prostitution, modern slavery and human trafficking." Critical and Radical Social Work 8, no. 2 (August 1, 2020): 205–21. http://dx.doi.org/10.1332/204986020x15945756343791.
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The relationship between prostitution, modern slavery and human trafficking is much debated in the academic literature. By contrast, discussion of children’s involvement in prostitution as a form of modern slavery and human trafficking constitutes a silent consensus. Drawing on the findings of a participatory study with girls and young women in Malawi, we prize open that consensus, illuminating the poverty of contemporary discourses that link children’s involvement in prostitution with modern slavery and human trafficking, and identifying a series of tensions that confound the development of conceptual clarity. We develop our argument by exploring the potential of the capability approach, rooted in principles of social justice and human rights, to offer an alternative understanding of children’s engagement and ongoing involvement in prostitution, and a critical lens through which to reframe the relationship between children, prostitution, modern slavery and human trafficking.
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Hurst, Bruce. "Exploring Playful Participatory Research with Children in School Age Care." IJREE – International Journal for Research on Extended Education 9, no. 2 (May 16, 2022): 280–91. http://dx.doi.org/10.3224/ijree.v9i2.04.
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Participatory research methods that focus on children’s right to form and express views about research topics have grown in popularity in recent decades. It is less common for play to have a central role in participatory research. This article provides an account of a small, participatory research project conducted in a School Age Care setting in Melbourne, Australia where play had a more central role in the method. The decision to embed the research in a play-based setting contributed to a fluid, playful research environment where play and work became entangled in complex ways. This article draws on poststructural theories to make sense of what happened during the research. It contemplates whether there is a place for playful research in extended education settings and if there are any benefits.
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Cino, Davide, Giovanna Mascheroni, and Ellen Wartella. "“The Kids Hate It, but We Love It!”: Parents’ Reviews of Circle." Media and Communication 8, no. 4 (November 10, 2020): 208–17. http://dx.doi.org/10.17645/mac.v8i4.3247.
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The contribution aims to present a critical analysis of Circle—a screen time management and parental control device—through the lens of parental mediation, children’s surveillance, and children’s rights to online participation. Circle promises to sell parents peace of mind by allowing them to monitor their children’s online activities. In order to investigate how parents themselves understand Circle, we conducted a quantitative and qualitative content analysis of a sample of 154 parental reviews about the device on Amazon and Searchman by parents of children from early childhood to adolescence, with respect to perceived advantages and disadvantages of the device, parenting styles, and (the absence of) children’s voice and agency. Results suggest an ambivalent relationship between parents and the device. Most reviews adhere to the dominant discourses on ‘screen time,’ framing children’s ‘intimate surveillance’ as a good parenting practice, and emphasize the need for the ‘responsible parents’ to manage their children’s online experiences with the aid of Circle. Others, in turn, criticize the device for failing to enable fine grained monitoring, while few reported the device could dismiss children’s voice and cause conflicts in the households. Overall, findings suggest that parental control devices may promote restrictive mediation styles hindering children’s voice and their exploratory and participatory agency online.
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De Felice, Deborah. "The Right to Security of Online Childhood." International Journal of Children’s Rights 25, no. 3-4 (November 17, 2017): 573–98. http://dx.doi.org/10.1163/15718182-02503001.
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The complex relationship between children online and digital technologies is the starting point of this reflection of a growing process of multidisciplinary theoretical attention to building children’s biographies. On the one hand, the concepts of “risk and childhood safety” have become increasingly central in institutional discourses. The content of this attention seems, however, to assume more the form of adults’ fears, dealing with an endless struggle for a utopian safety for their children, than the reality of what really can be a “risk” for children online. On the other hand, the current changes in the representations of childhood are increasingly oriented to a vision of the child as the subject of its own history and therefore more active and participatory. This makes it difficult to manage the distinction between adults and children and is problematic for the use of traditional parenting styles. Starting from a reflection on the main theoretical perspectives that have been compared on the issues of social change, this paper aims to clarify and problematise some of the paradoxes that accompany what has been said relating to children’s safety in the so-called second modernity, compared to the United Nations Convention on the Rights of the Child and the powerful entry of technology digital science in familial contexts.