Advertisement

Observing Children’s Capabilities as Agency

  • Claudio BaraldiEmail author
  • Vittorio Iervese
Chapter
Part of the Children’s Well-Being: Indicators and Research book series (CHIR, volume 8)

Abstract

This chapter explores some conditions in which children’s resources can be transformed in capabilities (choosing) and therefore functionings (acting), and children’s rights to participation in society can be promoted. The Capability Approach asserts that children’s ability to convert resources and commodities into capabilities and functionings depends on conversion processes and factors. We will highlight how the concepts of conversion processes and factors can be analysed in the perspective of Conversation Analysis and Social Systems Theory. We will provide theoretical and empirical evidence that important conversion processes and factors can be produced in adult-children interactions, as communication systems promoting children’s rights to participate in decision making, i.e. children’s rights to agency. In particular, we will analyse the facilitation of children’s agency in the interaction as a potential social conversion process. We will examine data on interactions in educational settings, showing in which ways different forms of facilitation promote opportunities for children’s agency. Finally, we will discuss the features of different forms of facilitation as possible social conversion factors promoting children’s rights to participate in decision making.

Keywords

Epistemic Status Capability Approach Classroom Interaction Personal Position Conversation Analysis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Abebe, T., & Kjørholt, A. T. (2009). Social actors and victims of exploitation. Working children in the cash economy of the Ethiopia’s South. Childhood, 16(2), 175–194.CrossRefGoogle Scholar
  2. Alanen, L. (2009). Generational order. In J. Qvortrup, G. Valentine, W. Corsaro, & M. S. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 159–174). Basingstoke: Palgrave.Google Scholar
  3. Babic, B. (2011). Ohne intellektuelle Redlichkeit kein Fortschritt. Kritische Anmerkungen zum Umgang mit dem Capability Approach aus erziehungswissenschaftlicher Sicht. In C. Sedmak, B. Babic, R. Bauer, & C. Posch (Eds.), Der Capability Approach in sozialwissenschaftlichen Kontexten. Überlegungen zur Anschlussfähigkeit eines entwicklungspolitischen Konzepts (pp. 75–89). Wiesbaden: VS Verlag.Google Scholar
  4. Baraldi, C. (2003). Planning childhood: Children’s social participation in the town of adults. In P. Christensen & M. O’Brien (Eds.), Children in the city. Home, neighbourhood and community (pp. 184–205). London: Falmer Press.Google Scholar
  5. Baraldi, C. (2008). Promoting self-expression in classrooms interactions. Childhood, 15(2), 239–257.CrossRefGoogle Scholar
  6. Baraldi, C. (Ed.). (2009). Dialogue in intercultural communities. From and educational point of view. Amsterdam: John Benjamins.Google Scholar
  7. Baraldi, C., & Iervese, V. (2010). Dialogic mediation in conflict resolution education. Conflict Resolution Quarterly, 27(4), 423–445.CrossRefGoogle Scholar
  8. Baraldi, C., & Iervese, V. (Eds.). (2012). Participation, facilitation, and mediation: Children and young people in their social contexts. London: Routledge.Google Scholar
  9. Biggeri, M., Libanora, R., Mariani, S., & Menchini, L. (2006). Children conceptualizing their capabilities: Results of the survey during the first children’s world congress on child labour. Journal of Human Development, 7(1), 59–83.CrossRefGoogle Scholar
  10. Biggeri, M., Ballet, J., & Comim, F. (Eds.). (2011). Children and the capability approach. Houndsmill: Palgrave.Google Scholar
  11. Blanchet-Cohen, N., & Rainbow, B. (2006). Partnership between children and adults? The experience of the international children’s conference on the environment. Childhood, 13(1), 113–126.CrossRefGoogle Scholar
  12. Burchardt, T., & Vizard, P. (2011). ‘Operationalizing’ the capability approach as a basis for equality and human rights monitoring in twenty-first-century Britain. Journal of Human Development and Capabilities, 12(1), 91–119.CrossRefGoogle Scholar
  13. Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477–497.CrossRefGoogle Scholar
  14. Clark, D. A. (2006). Capability approach. In D. A. Clark (Ed.), The Elgar companion to development studies (pp. 32–45). Cheltenham: Edward Elgar.CrossRefGoogle Scholar
  15. Craig, G. (2003). Children’s participation through community development. In C. Hallett & A. Prout (Eds.), Hearing the voices of children, social policy for a new century (pp. 39–56). London: Routledge Falmer.Google Scholar
  16. Crocker, D. A. (1998). Consumption, well-being and capability. In D. A. Crocker & T. Linden (Eds.), Ethics of consumption: The good life, justice and global stewardship (pp. 366–390). New York: Rowman and Littlefield.Google Scholar
  17. Dixon, R., & Nussbaum, M. (2012). Children’s rights and a capability approach: The question of special priority. Cornell Law Review, vol. 97, Public Law Working Paper No. 384.Google Scholar
  18. Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children. Greenwich: Ablex Publishing Corporation.Google Scholar
  19. Farini, F. (2011). Cultures of education in action: Research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics, 43, 2176–2186.CrossRefGoogle Scholar
  20. Giddens, A. (1984). The constitution of society. Cambridge: Polity Press.Google Scholar
  21. Goodwin, C., & Heritage, J. (1990). Conversation analysis. Annual Review of Anthropology, 19, 283–307.CrossRefGoogle Scholar
  22. Harré, R., & Van Langenhove, L. (Eds.). (1999). Positioning theory. Oxford: Blackwell.Google Scholar
  23. Heritage, J. (1985). Analysing news interviews: Aspects of the production of talk for an overhearing audience. In T. Van Dijk (Ed.), Handbook of discourse analysis, vol. 3. Discourse and dialogue (pp. 95–117). London: Academic.Google Scholar
  24. Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.CrossRefGoogle Scholar
  25. Heritage, J., & Clayman, S. (2010). Talk in action. Interactions, identities, and institutions. Chichester: Wiley-Blackwell.Google Scholar
  26. Heritage, J., & Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly, 68(1), 15–38.CrossRefGoogle Scholar
  27. Hill, M., Davis, J., Prout, A., & Tisdall, K. (2004). Moving the participation agenda forward. Children & Society, 18, 77–96.CrossRefGoogle Scholar
  28. Holland, S., & O’Neill, S. (2006). We had to be there to make sure it was what we wanted. Enabling children’s participation in family decision-making through the family group conference. Childhood, 13(1), 91–111.CrossRefGoogle Scholar
  29. James, A. (2009). Agency. In J. Qvortrup, G. Valentine, W. Corsaro, & M. S. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 34–45). Basingstoke: Palgrave.Google Scholar
  30. James, A., & James, A. (2004). Constructing childhood. Theory, policy and social practice. Houndmills: Palgrave.Google Scholar
  31. James, A., & James, A. (2008). Key concepts in childhood studies. London: Sage.Google Scholar
  32. James, A., & Prout, A. (Eds.). (1997). Constructing and reconstructing childhood. London: Falmer Press.Google Scholar
  33. James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Oxford: Polity Press.Google Scholar
  34. Jans, M. (2004). Children as citizens. Towards a contemporary notion of child participation. Childhood, 11(1), 27–44.CrossRefGoogle Scholar
  35. Jasek-Rysdahl, K. (2001). Applying Sen’s capability approach to neighbourhoods: Using local asset maps to deepen our understanding of well-being. Review of Social Economy, 59(3), 313–329.CrossRefGoogle Scholar
  36. Kjørholt, A. T. (2002). Small is powerful. Discourses on ‘children participation’ in Norway. Childhood, 11(1), 27–44.Google Scholar
  37. Lansdown, G. (2010). The realisation of children’s participation rights: Critical reflections. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation. Perspective from theory and practice (pp. 11–24). London: Routledge.Google Scholar
  38. Liebel, M. (2003). Working children as social subjects: The contribution of working children’s organisations to social transformations. Childhood, 10(3), 265–285.CrossRefGoogle Scholar
  39. Luhmann, N. (1984). Soziale systeme. Frankfurt a.M: Suhrkamp.Google Scholar
  40. Luhmann, N. (2000). Art as a social system. Stanford: Stanford University Press.Google Scholar
  41. Luhmann, N. (2002). Das erziehungssystem der gesellschaft. Frankfurt a. M: Suhrkamp.Google Scholar
  42. Margutti, P. (2010). On designedly incomplete utterances: What counts as learning for teachers and students in primary classroom interactions. Research on Language and Social Interaction, 43(4), 315–345.CrossRefGoogle Scholar
  43. Matthews, H. (2003). Children and regeneration: Setting and agenda for community participation and integration. Children and Society, 17, 264–276.CrossRefGoogle Scholar
  44. Mehan, H. (1979). Learning lessons. Cambridge: Harvard University Press.CrossRefGoogle Scholar
  45. Nussbaum, M. (2000). Women and human development: The capabilities approach. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  46. Percy-Smith, B., & Thomas, N. (Eds.). (2010). A handbook of children and young people’s participation. Perspective from theory and practice. London: Routledge.Google Scholar
  47. Prout, A. (2003). Participation, policy and the changing conditions of childhood. In C. Hallett & A. Prout (Eds.), Hearing the voices of children, social policy for a new century (pp. 11–25). London: RoutledgeFalmer.Google Scholar
  48. Qvortrup, J., Valentine, G., Corsaro, W., & Honig, M. S. (Eds.). (2009). The Palgrave handbook of childhood studies. Basingstoke: Palgrave.Google Scholar
  49. Robeyns, I. (2006). The capability approach in practice. Journal of Political Philosophy, 14(3), 351–376.CrossRefGoogle Scholar
  50. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.Google Scholar
  51. Sacks, H., Shegloff, E., & Jefferson, G. (1974). A simplest systematic for the organization of turn-taking for conversation. Language, 50, 696–735.CrossRefGoogle Scholar
  52. Saito, M. (2003). Amartya Sen’s capability approach to education: A critical exploration. Journal of Philosophy of Education, 37(1), 17–33.CrossRefGoogle Scholar
  53. Schokkaert, E., & Van Ootegem, L. (1990). Sen’s concept of the living standard applied to the Belgian unemployed. Recherches economiques de Louvain, 56(3–4), 429–450.Google Scholar
  54. Sen, A. K. (1981). Poverty and famines: An essay on entitlement and deprivation. Oxford: Clarendon Press.Google Scholar
  55. Sen, A. K. (1984). Resources, values and development. Oxford: Blackwell.Google Scholar
  56. Sen, A. K. (1985). Commodities and capabilities. Oxford: Elsevier Science Publishers.Google Scholar
  57. Sen, A. K. (1992). Inequality re-examined. Oxford: Clarendon Press.Google Scholar
  58. Sen, A. K. (1993). Capability and well-being. In M. C. Nussbaum & A. K. Sen (Eds.), The quality of life (pp. 30–53). Oxford: Clarendon Press.CrossRefGoogle Scholar
  59. Sen, A. K. (1999a). Development as freedom. New York: Knopf.Google Scholar
  60. Sen, A.K. (1999b). Investing in early childhood: Its role in development. Paper presented at: Conference on breaking the poverty cycle. Investing in early childhood, Inter-American Development Bank, Washington, DC.Google Scholar
  61. Sinclair, R. (2004). Participation in practice: Making it meaningful, effective and sustainable. Children and Society, 18, 106–118.CrossRefGoogle Scholar
  62. Thomas, N. (2007). Towards a theory of children’s participation. International Journal of Children’s Rights, 15, 199–218.CrossRefGoogle Scholar
  63. Twun-Danso, A. (2010). The construction of childhood and the socialisation of children in Ghana: Implications for the implementation of Article 12 of the CRC. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation. Perspective from theory and practice (pp. 133–141). London: Routledge.Google Scholar
  64. Walsh, S. (2011). Exploring classroom discourse: Language in action. New York: Routledge.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Studies on Language and CultureUniversity of Modena and Reggio EmiliaModenaItaly

Personalised recommendations