Young People as Moral Beings: Childhood, Morality and Inter‐Generational Relationships

Britton, Joanne

doi:10.1111/chso.12085

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…In the articles within this latter field, some authors argued that developmental psychology tends to deprive children of their humanity by not recognizing them as moral agents (e.g., Britton, 2015). A recent trend was observed in this latter perspective referring to children (as well as adults) as both beings and becomings, building on Nick Lee (2001).…”

Section: Discussionmentioning

confidence: 99%

“…In this view, children were presented as needing to be included in discussions affecting them, while it was recognized that "children are at once developing beings, in possession of agency, and to varying degrees vulnerable" (Bluebond-Langner & Korbin, 2007, p. 242). Children were also described as being both "moral beings" and "moral becomings, " in that they already have a moral self, and their experiences contribute to shape their moral agency, as is the case in adults (Britton, 2015). From this perspective, children's moral agency was not perceived as a developmental endpoint, but as present in all human beings, which differed from the other perspectives.…”

Section: Children As Active Moral Agentsmentioning

confidence: 99%

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Children’s Moral Agency: An Interdisciplinary Scoping Review

Montreuil¹,

Noronha²,

Floriani³

et al. 2018

J Child. Stud.

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Inconsistencies have been noted in how moral agency is conceived in childhood, leading to variations in children’s levels of inclusion/exclusion from discussions and decisions affecting them in children’s services and research. Through a scoping review of 261 articles, we examined the different ways in which children’s moral agency is imagined in the literature across different disciplines: education, health, law, psychology, and social services. A developmental psychology perspective dominated the results, while other viewpoints were less prevalent (e.g., children as active moral agents). We discuss how the different perspectives could be bridged to advance more integrated perspectives on interdisciplinary knowledge and practices related to childhood ethics.

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Section: Discussionmentioning

confidence: 99%

Section: Children As Active Moral Agentsmentioning

confidence: 99%

Children’s Moral Agency: An Interdisciplinary Scoping Review

Montreuil¹,

Noronha²,

Floriani³

et al. 2018

J Child. Stud.

View full text Add to dashboard Cite

show abstract

“…Rarely are children judging whether they themselves are competent or not and, even where they are, children are reported to perceive adults as more competent and that children's competence is diminished by adults (e.g. see Britton, 2015;Milton et al, 2008). It is typically not clear how competence is being assessed in these cases.…”

Section: Legal Concepts Of Competencementioning

confidence: 99%

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

Moran-Ellis

Tisdall

2019

Global Studies of Childhood

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Recent debates about children’s participation rights, formulated in the UN Convention on the Rights of the Child, primarily focus on ‘effectiveness’ of implementation. However, children’s participation remains problematic, its limited impact on adult power in decision-making or on the nature of decisions made persists, and implicated in both are reservations about children’s competence as participants. In respect of this, we analysed conceptualisations of competence in 67 articles, published between 2007 and 2017 in six childhood studies journals, in which ‘competence’ and its variations appear in the abstract. Although competence was rarely defined, conceptualisations were wide-ranging, covering competence as skills, as compliance with adult views, and as a trope signalling the field of childhood studies. As a result of our findings, we argue that epistemological clarity is vital for this concept to be useful regarding children’s participation and that attention must be paid to the different kinds of competences relevant for ‘effective’ participation.

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“…For instance, Mayall found that children ‘do not give themselves credit’ for their own moral agency (Mayall, 2002: 109). Britton's (2015) research also showed that older children (aged 12–17) are aware they are viewed negatively by the public and distance themselves from these negative stereotypes to present themselves as ‘moral beings’. In this context, it is unsurprising that a significant proportion of the children in our study were unwilling to classify themselves as children.…”

Section: Discussionmentioning

confidence: 99%

Who do you think you are? Children's definitions of being a ‘child’

Bacon

O'Riordan

2023

Children & Society

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We asked 92 children in North West England, aged 2-17, if they were children and what it meant to be a child. Our findings show that not all children think they are a 'child'. Although different age groups defined 'childness' in different ways, children reproduced normative Western discourses of childhood, including ideas which subordinate them. The children in our study seemed unable to articulate their capabilities and contributions. We argue that children and adults need to co-produce positive definitions of childness to facilitate adult acceptance of children's participation in society and continue the struggle against adultism.

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Young People as Moral Beings: Childhood, Morality and Inter‐Generational Relationships

Cited by 8 publications

References 16 publications

Children’s Moral Agency: An Interdisciplinary Scoping Review

Children’s Moral Agency: An Interdisciplinary Scoping Review

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

Who do you think you are? Children's definitions of being a ‘child’

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