Giving, Saving, Spending: What Would Children Do with £1 Million?

Abstract

This article explores children's responses to a single question: ‘If someone gave you £1 million today, what would you do with it?’ Although such an exploration might seem trivial, we argue that their responses provide important insights into children's values and priorities. One‐third intend to spend it all, one quarter to save it. But the largest group claim that they would give all or some of the money away. Their responses highlight the divergent ways in which children use money to foster particular forms of social relations and social standing. Against the prevalent discourse of consumer society, the dominant theme of giving may indicate that the individualism of neoliberalism is less pervasive than is often feared, but also suggest that further research is needed into the social contexts and processes which encourage children to be ‘givers’, ‘savers’ or ‘spenders’.

The mainstreaming of charities into schools

“…In 2013, we invited our respondents to imagine what they would do 'if someone gave you £1 million today' . Somewhat counter-intuitively in view of concerns about the commercialisation of childhood, their responses revealed high levels of altruism (Power & Smith, 2016). One half said they would give a significant amount away, and one quarter that they would give all of the £1 million away.…”

Engaging Children in Meaningful Charity: Opening‐up the Spaces within Which Children Learn to Give

“…While limited, research into children’s charitable giving suggests that children are often willing and generous with their time and treasure. Research by Power and Smith () which asked children aged 10–15 what would they do ‘if someone gave you £1 million today’, revealed high levels of altruism, countering concerns about the commercialisation of childhood. Half said that they would give a significant amount of the money away, while one quarter said they would give all the money away.…”

Developing a children's rights approach to fundraising with children in primary schools and the ethics of cultivating philanthropic citizenship

“…This is counter‐intuitive to cultivating active, long‐term philanthropic citizenship (Body et al, 2020). So, whilst research suggests children are often naturally altruistic (Power & Smith, 2016), concern is raised that by encouraging giving as a transactional act we risk overriding these intrinsic behaviours with external rewards (Body et al, 2020; Worle & Paulus, 2018). Additionally, Power and Taylor (2018), researching with 10–14‐year‐olds, suggest the mainstreaming of charities in schools presents charities as the ‘solution’ to a range of social ills, such as child poverty, homelessness, and animal welfare, and risks downplaying other approaches to address social inequality, including government responsibilities.…”

“…Calls for a more democratic approach to involving children in fundraising is further supported by educational, social and psychology theory and research which highlights the primary school years (ages 4–11 years) as crucial in the development and normalisation of civic behaviours (e.g., Arthur et al, 2017; Duong & Bradshaw, 2017; Housman et al, 2018; van Deth et al, 2011; Wörle & Paulus, 2018). Indeed, the known research into children's engagement with fundraising suggests children are often willing and generous with their time, talents and treasure (Body et al, 2020; Power & Smith, 2016). Additionally, US based research highlights charity as a ‘deeply rooted norm’ in younger children (Worle & Paulus, 2018) and research with young adolescents reveals they are positive about charity, with high expectations of charities to solve social ills (CAF, 2013; Power & Taylor, 2018).…”