Advertisement

The Structural Conditions of Children’s Participation in the Child Protection System

  • Mandy DuncanEmail author
Chapter

Abstract

This chapter identifies and examines the field of power inherent in the child protection system which works to constrain and enable children’s participation in child protection interventions. It argues that the key purpose of the child protection system is to protect children from harm and this in itself is an explanation for why protection is consistently prioritised over participation as this is what professionals are accountable for. It explains how child protection professionals become enculturated into professional systems of thought and employ the discourses and conceptual tools that are available to them. Children do not have full command of these discourses; thus, adults are privileged and children subordinated within the system. The chapter reveals the mechanisms which are employed both consciously and subconsciously by professionals to control children within the child protection system.

References

  1. Bentham, J. (1787/1995). The Panopticon Writings. London: Verso.Google Scholar
  2. Bourdieu, P. (1986). The Forms of Capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press.Google Scholar
  3. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.Google Scholar
  4. Durkheim, E. (1895/1964). The Rules of Sociological Method. New York: Free Press.Google Scholar
  5. Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. London: Allen Lane.Google Scholar
  6. Foucault, M. (1980). Power/Knowledge. New York: Pantheon.Google Scholar
  7. Foucault, M. (1997). Ethics: Subjectivity and Truth. Essential Works of Foucault 1954–1984. London: Penguin Press.Google Scholar
  8. Giddens, A. (1984). The Constitution of Society: Outline of the Theory of Structuration. Cambridge: Polity Press.Google Scholar
  9. Habermas, J. (1986). The Theory of Communicative Action: Reason and the Rationalisation of Society. Vol. I. Cambridge: Polity Press.Google Scholar
  10. Habermas, J. (1987). The Theory of Communicative Action: The Critique of Functionalist Reason. Vol. II. Cambridge: Polity Press.Google Scholar
  11. Hobbes, T. (1651/1962). Leviathan. New York: Collier.Google Scholar
  12. James, A., & Prout, A. (1997). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. Abingdon: Routledge.Google Scholar
  13. Jenks, C. (1982). The Sociology of Childhood: Essential Readings. London: Batsford.Google Scholar
  14. Jenks, C. (1996). Childhood. Abingdon: Routledge.Google Scholar
  15. Luhmann, N. (2013). Introduction to Systems Theory. Cambridge: Polity Press.Google Scholar
  16. Parsons, T. (1951). The Social System. London: Routledge.Google Scholar
  17. Spencer, H. (1851/2000). Social Statics; Or, The Conditions Essential to Human Happiness Specified, and the First of Them Developed. Emeryville, CA: Adegi Graphics.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Staffordshire UniversityStoke-on-TrentUK

Personalised recommendations