Welfare or Agency? Children’s Interests as Foundation of Children’s Rights

Liebel, Manfred

doi:10.1163/15718182-02604012

Cited by 10 publications

(8 citation statements)

References 20 publications

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“…Learner-partner gradually increased participation following their progressive autonomy. Tisdall, 2019) in the asymmetrical power relations that exist within the intergenerational order (Liebel, 2018;Mühlbacher & Sutterlüty, 2019).…”

Section: Co-governancementioning

confidence: 99%

Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools

Esteban

2022

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Whereas children’s agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression “inclusive education” that complements the traditional and necessary meaning of “reaching to all learners”; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children’s gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children’s rights to participation, the principle of progressive autonomy, and acknowledging children’s agency in schools.

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Section: Co-governancementioning

confidence: 99%

Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools

Esteban

2022

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“…La investigación "con" las niñas y los niños ha evolucionado desde un enfoque predominantemente proteccionista hacia el reconocimiento de la agencia vinculado a las infancias (Liebel, 2018), su competencia y el derecho a participar en las diferentes etapas de una investigación "por" y "para" las niñas y los niños. Este giro pone en valor la representación de las infancias como sujetos activos en la construcción cooperativa del conocimiento -desde la epistemología del sujeto conocido frente a la epistemología del sujeto cognoscente, como la define Vasilachis de Gialdino (2006)-dándoles voz, e incluso un espacio integralmente respetado para generarlo y difundirlo en el proceso investigador.…”

Section: Claves Epistemológicas Para Investigar Con Niñas Niños Y Adunclassified

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Tortajada¹,

Torres²,

Càmara³

et al. 2021

SOCI

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¿Cómo avanzar en una investigación más inclusiva y participativa en el ámbito de la participación de las infancias? El objetivo del presente artículo consiste en aportar, desde la reflexión epistemológica y metodológica, algunas experiencias reales en las que las niñas, los niños y los adolescentes son agentes activos de la investigación. Es necesario avanzar en una investigación con las infancias y disminuir la investigación de carácter adultocéntrico. Las aportaciones, desde tres investigaciones desarrolladas en el ámbito de la participación social y política de las niñas y los niños, muestran algunos de los contextos, técnicas y prácticas sensibles a la ética de investigación participativa con las infancias. Se proponen algunas ideas y elementos reflexivos para seguir avanzado en una mayor y mejor corresponsabilidad de la participación de las infancias en estos procesos de coinvestigación como una práctica participativa en sí misma que promueve la agencia y el proceso de construcción de la ciudadanía activa y activista, así como construyen su rol como investigadores.

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“…Despite the centrality of ESR to children's flourishing as children in the short-term and as adults in the longer term, they have received relatively little attention within the very extensive literature on children's rights (Nolan 2011). There has been some work on theorising child ESR through, for instance, the employment of the capabilities approach (see, e.g., Peleg 2013;Dixon and Nussbaum 2012) or in terms of interests and will theory of rights or variants thereof (see, e.g., Liebel 2018;MacCormick 1976;Feinberg 1976;Hollingsworth 2013). Still, this is a small body of work relative to the overall scholarship focused on critiquing traditional assumptions regarding the ontology of the child, such as competence, capacities and the implications of such for children's resultant status as (non)rights-holders in terms of different theories of rights (for a useful overview, see Freeman 2011).…”

Section: Mind the Gap: Theoretical Perspectives On Child Esrmentioning

confidence: 99%

Children’s Economic and Social Rights and Child Poverty: The State of Play

Nolan

Pells²

2020

Int. J. Child. Rights

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This article focuses on both economic and social rights (esr) and child poverty. In doing so, it identifies and considers key developments and gaps in child rights scholarship (crs) in these areas. The authors’ treatment of these issues together is logical (albeit certainly not inevitable) given the strong connection between esr and poverty. Both are areas which have been under-explored in crs: esr have been historically under-theorised and marginalised in child rights research, whereas child poverty is an area that has received extensive academic attention but only a limited amount of this has been from a child rights perspective. The article begins by outlining the state of the existing theoretical child rights literature on esr, before going on to consider the growing body of crs focused on specific esr-thematic areas. The authors make clear the historic dominance of law in terms of child esr scholarship while flagging the increasing esr-focused/framed work emerging from other disciplines, arguing that this is evidence of an ever-wider and more multidisciplinary engagement with esr. Moving on to the topic of child poverty, the authors note that, with some notable exceptions, there has been a failure on the part of child rights scholars to engage with child poverty, a fact that is at least partially attributable to disciplinary disconnects: while crs (and esr scholarship in particular) has come to be dominated by lawyers to a large degree, much academic work on child poverty originates in economics, development studies and social policy. There is, however, some recognition by child poverty scholars (and more so by practitioners) that child poverty is a “child rights” issue, albeit that there is an ongoing failure on the part of child poverty scholarship to really come to terms with the complexities of child rights in terms of the implications of such for the definition and measurement of child poverty. The authors conclude by flagging future avenues for academic engagements with child esr and child poverty, considering both the ways in which existing scholarship may be enriched as well as the potential dangers that new directions may pose in terms of child esr specifically.

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Welfare or Agency? Children’s Interests as Foundation of Children’s Rights

Cited by 10 publications

References 20 publications

Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools

Children’s Participation, Progressive Autonomy, and Agency for Inclusive Education in Schools

Aportes reflexivos para la investigación con las infancias. Corresponsabilidad en el avance de su participación

Children’s Economic and Social Rights and Child Poverty: The State of Play

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