Abstract
This chapter explores how we can better understand children’s place in society using two theoretical models: recognition theory and the capability approach. It looks at the strengths and weaknesses of each theoretical approach, and how they can be used in combination. While recognition theory focuses on personal identity, the capability approach is primarily concerned with acts that people have the freedom to perform. The link between activities and identities is a central issue, mediated as it is by specific values. The chapter also considers the United Nations Convention on the Rights of the Child as an example of how children’s place in intergenerational relations is constructed. It concludes with a review of current attempts to use the two theories to inform and guide empirical research with children.
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Notes
- 1.
This section draws substantially on Thomas (2012).
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Thomas, N., Stoecklin, D. (2018). Recognition and Capability: A New Way to Understand How Children Can Achieve Their Rights?. In: Baraldi, C., Cockburn, T. (eds) Theorising Childhood. Studies in Childhood and Youth. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-72673-1_4
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