Dominant Discourses, Debates and Silences on Child Labour in Africa and Asia

Abstract

Drawing on the relevant literature, this article explores key debates and controversies on child labour in the context of Africa and Asia. It first identifies and analyses three dominant discourses on child labour: 1) the work-free childhoods perspective; 2) the socio-cultural perspective; and 3) the political economy perspective. Against the backdrop of these discourses, the article goes on to critically examine aspects of child labour that are underrepresented in the literature and in international policy circles. It concludes by highlighting the importance of grounding children's gendered work within the complex material social practices of interconnected histories and geographies in which their livelihoods unfold.

Learning and Earning in the Context of Small-Scale Gold Mining: Examining the Compatibility of Schooling and Work in the Lives of Working Young People in Ghana

“…This perspective sees childhood as continuing into adulthood and sees work as initiating or socialising young people into adulthood, where they learn vital skills for both present and future life (Abebe & Bessell, 2011). It projects the benefits of work as empowering to young people and argues against the irreconcilability of work and schooling.…”

“…The socio-cultural paradigm asserts that young people's work is inseparably connected to the social and cultural contexts where they occur with its own socio-cultural meanings and contextualisation (Abebe & Bessell, 2011). It emphasises the socio-economic variations in societies, pointing that different material and cultural conditions necessitate young people's work.…”

“…Contrary to the ideals of western childhood, work is seen as significant part of children's daily activities in Ghana. Preventing impoverished young workers from work may harm rather than protect them as it constitutes their means to cope with hardships and poverty (Abebe & Bessell, 2011).…”

“…Advocating for the ideal childhood often termed as the global childhood, this perspective demands a childhood devoid of responsibility or work. It suggests that children and young people irrespective of geography, culture or national income must not work (Abebe & Bessell, 2011 Abebe & Bessell, 2011, p. 767). This perspective propagates childhood characterised by schooling, play, dependence, innocence, care-recipient, vulnerability, etc. as the idealized-universal norm.…”

“…These include "poverty, debt, corruption, war, geo-political conflicts, epidemics, unfair trade; structural adjustment programmes (SAPs), inappropriate policies, and ineffective legislation" (Abebe & Bessell, 2011, p. 773). Similarly, the devastating impacts of International Monetary Fund (IMF) and World Bank imposed macroeconomic policies on the lives of young people in such economies cannot be underestimated (Abebe & Bessell, 2011).…”