Suchergebnisse

The Convention on the rights of the Child focuses global attention on those children living in adverse situations crystallising a global commitment to protecting children. Nevertheless, beyond these commitments to children, researchers have questioned whether the rights agenda captures the diversity of children's lives globally. Does the Convention connect with the lifeworlds of children playing formative roles? Drawing on critical research on children's rights, I address this question through analysing the roles that children play in military conflict. I explore a human rights framework, which highlights the agency of child soldiers focusing on their material, social and political capacities.

The state is often viewed as part of the impersonal public sphere in opposition to the private family as a locus of warmth and intimacy. In recent years this modernist dichotomy has been challenged by theoretical and institutional trends which have altered the relationship between state and family. This article explores changes to both elements of the dichotomy that challenge this relationship: a more fragmented family structure and more individualised and networked support for children. It will also examine two new elements that further disrupt any clear mapping between state/family and public/private dichotomies: the third-party role of the child in family/state affairs, and children's application of virtual technology that locates the private within new cultural and social spaces. The article concludes by examining the rise of the 'individual child' hitherto hidden within the family/state dichotomy and the implications this has for intergenerational relations at personal and institutional levels.

While children and young people's participation is a well‐established research field, much less has been written about the roles that adults play in supporting this participation. This article examines the involvement of adults within participatory forums in English schools and local authorities. Drawing on empirical data from research on children's participation in pupil and civic councils, the article discusses the complex and sometimes contradictory pressures on adults in their advisory roles with young participants. The article goes on to explore these roles within a broader conceptual framework that counterposes children's 'places' with children's 'spaces'.

Interview data from a sample of parents with adolescent children are used to assess arguments that centre on the fears parents have about their child rearing practices. The focus in some recent accounts of parenting has been on how these fears indicate the moral and psychological state of parenthood rather than the problems parents think their children have negotiating an increasingly insecure outside world. By focusing on the latter, this paper relocates these fears externally as parents try to control their children's whereabouts. Control, rather than being defined negatively as a way of compensating for a lack of moral influence, is taken as an important means by which parents supervise their children's moral and physical wellbeing.

Unequal access to education and employment inequalities were major issues that led to the Sierra Leone civil war from 1991 to 2002. Many educational practices were introduced to the country in the direct aftermath of the war to bring more positive changes such as education opportunities and reconciliation. However, by using the social constructionist approach in our analysis, we found that infrastructural issues were neglected by researchers and practitioners which had a long-term negative effect on local residents. In particular, transportation poverty became a major issue in preventing the delivery of peace education practices and teaching pedagogies by preventing regular travelling from urban to rural areas. Consequently, more inequalities could be found in areas of social services. This study suggests that peace education initiatives should consider whether these promoted practices will generate different forms of inequalities.