Citizenship from Below: Children's Rights and Social Movements

Liebel, Manfred

doi:10.4135/9781446214756.n3

Cited by 18 publications

(32 citation statements)

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“…Children exercise agency and contribute, for example, to domestic and national economies and interpersonal relationships, in homes, schools and businesses (Alderson, 2010;Morrow, 1996Morrow, , 2008Qvortrup, 2008). Children and young people also participate as social actors in local, national and international organisations working for change (Liebel, 2008;Stasiulis, 2002).…”

Section: Existing Understandingsmentioning

confidence: 99%

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Enacting children’s citizenship: Developing understandings of how children enact themselves as citizens through actions and Acts of citizenship

Larkins

2013

Childhood

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Children have an unsettled relationship with the status of citizenship, being given some rights, responsibilities and opportunities for participation, and being denied others. Yet if citizenship is conceived of as a practice, children can be firmly seen as citizens in the sense that they are social actors, negotiating and contributing to relationships of social interdependence. This article develops understandings of children’s agency in citizenship and some of the different ways in which children’s actions enact them as interdependent citizens. It presents one aspect of the understanding of citizenship generated from research with six groups of marginalized children, aged 5–13, in Wales and France. Synthesizing the research groups’ descriptions of activities they associated with the component parts of citizenship with citizenship theory, these children can be seen to engage in actions of citizenship that include making rules of social existence, furthering social good and exercising freedoms to achieve their own rights. Their activities also transgress the boundaries of existing balances of rights, responsibilities and statuses, through their (mis)behaviour, in ways that can be interpreted as Acts of citizenship. In children’s everyday activities, however, the distinction between actions and Acts of citizenship can at times be blurred. This is because recognizing aspects of children’s practices as citizenship is a challenge to dominant definitions of citizenship, and claims a new status for children. Exploring children’s citizenship in these ways has the potential to widen understandings of participation and appreciation of broader aspects of children’s agency in citizenship.

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Section: Existing Understandingsmentioning

confidence: 99%

“…Some authors (Ben-Arieh & Boyer, 2005;Cohen, 2005;Liebel, 2008;Lister, 2007a;Moosa-Mitha, 2005;Stasiulis, 2002), suggest children are citizens in some ways, because in relationships of social interdependence, they live and negotiate the practices and statuses of holding rights, exercising responsibilities and participating…”

mentioning

confidence: 99%

Enacting children’s citizenship: Developing understandings of how children enact themselves as citizens through actions and Acts of citizenship

Larkins

2013

Childhood

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“…Por su parte, en los movimientos por la emancipación de los niños cabe suponer experiencias que fragilizan el estilo de organización adultocéntrica, a través de producciones de subjetividad y, al mismo tiempo, de otras ciudadanías. El Movimiento por la Liberación de los Niños en Estados Unidos, el Movimiento de Adolescentes y Niños Trabajadores Hijos de Obreros Cristianos en Perú, el Movimiento Nacional de Meninhos y Meninhas de Rua en Brasil (Liebel, 2006) y el Movimiento por una Cultura de Derechos de Niños y Adolescentes en Chile, adquieren una importancia decisiva a la hora de relevar las realidades sociales emergentes producidas en confrontación con el adultocentrismo.…”

Section: Aproximación Al Problemaunclassified

“…En conexión con las reflexiones sobre la ciudadanía de la niñez, convendría hablar de una ciudadanía como práctica (Gaitán y Liebel, 2011), en la medida que se reconocen los modos de organización, intereses y reivindicaciones de los niños, respetando la manera en que la niñez se ve a sí misma y al mundo; una ciudadanía desde abajo (Liebel, 2008;Roche, 1999), en tanto surge desde una situación de opresión y se manifiesta en formas de actuación que ejercitan derechos como si los niños fuesen ciudadanos completos; y una ciudadanía centrada en la diferencia (Gaitán y Liebel, 2011;Lister, 2006), en el sentido que contempla dependencias solidarias no contractuales entre los mundos de los niños y el de los adultos.…”

Section: Producción De Subjetividadunclassified

¿Ciudadanía de la niñez? Hallazgos de investigación sobre el movimiento por una cultura de derechos de la niñez y adolescencia en Chile

Grenett

2016

Ultima décad.

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RESUMENEl presente artículo analiza la experiencia de niños, niñas y adultos en el Movimiento por una Cultura de Derechos de Niñez y Adolescencia que surge en Chile en el año 2008. Se describen hallazgos relacionados con las opresiones que recaen sobre los niños, la dinámica interna del movimiento y sus formas de acción política. Al respecto, se releva la producción de subjetividad asociada a un tercer espacio, que suspende las significaciones sociales propias del adultocentrismo y posibilita una ciudadanía de la niñez.

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“…In order children become active members of these societies adults should facilitate children's participation as political and social actors and supply them with skills and abilities for effective citizenship. Likewise, some authors e.g Ben-Arieh & Boyer, 2005;Cohen, 2005;Liebel, 2008;Lister, 2007;Moosa-Mitha, 2005;Stasiulis, 2002, suggest children are citizens in some ways, because in relationships of social interdependence, they live and negotiate the practices and statuses of holding rights, exercising responsibilities and participating in social life (Larkins, 2014:8).…”

Section: Citizenship Adolescents and Childrenmentioning

confidence: 99%

Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers

Nalbantoglou¹,

Kyridis²,

Tsioumis³

2015

JET

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The purpose of this research is to study preschool children's readiness to political socialization and to investigate kindergarten teachers' views regarding citizenship education. It is appreciated that teachers' views constitute strong evidence of plans, instructive choices and teaching practices, determining sometimes even their instructive effectiveness, i.e. the degree they consider themselves to be able to influence students' performance. Children's readiness is considered to be related to their ability for direct reaction in their political socialization. Two questionnaires were used as a data collection method. The readiness in early childhood for political socialization is investigated through fourteen proposals which are analyzed into the frequencies of "always", "sometimes" and "never". The views of kindergarten teachers in connection to citizenship education are investigated through five open questions. The collected data were coded, entered in SPSS and analyzed quantitatively and qualitatively. The findings confirmed mostly the inquiring affairs and gave interesting information in the frame of inquiring questions as well.

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Citizenship from Below: Children's Rights and Social Movements

Cited by 18 publications

References 0 publications

Enacting children’s citizenship: Developing understandings of how children enact themselves as citizens through actions and Acts of citizenship

Enacting children’s citizenship: Developing understandings of how children enact themselves as citizens through actions and Acts of citizenship

¿Ciudadanía de la niñez? Hallazgos de investigación sobre el movimiento por una cultura de derechos de la niñez y adolescencia en Chile

Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers

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