Contemporary Childhoods - in an age of children’s rights

Nóirín Hayes

School of Social Sciences and Law, Dublin Institute of Technology,

Centre for Social and Educational Research

noirin.hayes@dit.ie

Human Rights/Children’s Rights

• Human Rights

– Inherent, universal rights of all human beings– Held by all equally, universally and forever– Inalienable, indivisible, independent– Democratic ideals– Universal Declaration of Human Rights– http://www1.umn.edu/humanrts/edumat/background.shtm

– Children’s Rights are additional/specific rights

Brief History

• Childhood – a contested concept• Recognition of childhood – 16th/17th centuries – child no

longer a miniature adult• By early 18th century there were some references to the

rights of children • Various campaigns to abolish child labour [US/UK]• 1924 – Declaration on the Rights of the Child [Eglantyne

Jebb] adopted by League of Nations• Accepted by UN and updated in 1959• Replaced by more extensive UN Convention in 1989

UNCRC and childhood

• The UN Convention on the Rights of the Child – Is a landmark in the history of childhood– Embodies a symbolic re-arrangement of the

place of children in society– Positions the child as an object of protection

and a subject of rights– Is driving an important change in the legal

paradigm - - from child as object to child as subject

Opportunities and challenges

• Transformation from authoritarian, paternalistic and discriminating practices

• But - - some key concepts are vague, indefinite, ambiguous and highly contested

• High international consensus on principles – low intensity of enforcement

• Participation often confused with consultation – devoid of political value and empty of real significance

The arguments for Children’s Rights

• Children are individuals

• Children start life dependent on others

• Government policies impact on children more strongly than on any other group in society

• Children’s views are rarely heard, rarely considered

The arguments for Children’s Rights

• Changes in society have more sudden and disproportionate impacts on children

• Healthy development of children is a benefit to all

• Well educated children are a benefit to all

• Costs of failing children are significant and long-term - - - for them and for society

A ‘rights’ view of children

• Considering children through a rights based lens we see children who are:– Competent– Strong– Active– Participatory– Meaning-makers– Fellow citizens

Respecting children - realising children’s rights

• Influencing society and raising awareness– Children still seen as ‘lesser’ or ‘inferior’– Concept of rights is abstract– Attitudes are firmly held– Hearts and minds difficult to change

• Government commitment– Policy priorities– Budget allocation

• Resistance to real engagement with the concept of children’s rights in practice – including media practice