Advertisement

Children’s Councils Implementation: A Path Toward Recognition?

  • Dominique GolayEmail author
  • Dominique Malatesta
Chapter
Part of the Children’s Well-Being: Indicators and Research book series (CHIR, volume 8)

Abstract

Implementation of children’s councils in major cities of Switzerland raises fundamental issues related to participation processes dedicated to children and in particular the social recognition these devices may provide them. Three major theories of social justice, Sen’s capability approach, Fraser’s theory of social justice and Honneth’s theory of recognition, are articulated here to assess the value of councils as a mean to implement articles 12 and 13 of the UN Convention on the Rights of the Child. On the basis of a council evaluation and a qualitative research dedicated to children’s citizenship in the city of Lausanne, this chapter discusses the opportunities and hindrances resulting from the implementation of children’s councils in order to show whether the forums lead to children’s empowerment and to what degree they sustain their social recognition. Two sets of councils can be identified when considering the goals the professionals pursue. The first set – city-oriented – focuses on children’s participation to the City affairs and implies a citizenship education involving the mastering of formal procedures such as voting. The second set – child-oriented – primarily focus on children and their daily lives putting their preoccupations, their experiences and their expectations in the centre of the participation process. The comparison of the two sets leads to an assessment of their potentials regarding children’s social recognition.

Keywords

Social Justice Capability Approach Citizenship Education Legal Recognition Participation Process 
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. Alkire, S. (2005). Capability and functionings: Definition and justification. Human Development and Capability Association. Portable document, HDCA Briefing_concepts. Pdf, URL: http://www.capabilityapproach.com
  2. Baraldi, C. (2005). La città con i bambini. Città amiche dell’infanzia in Italia. Firenze: UNICEF Centro di Ricerca Innocenti.Google Scholar
  3. Bassand, M. (1997). Métropolisation et inégalités sociales. Lausanne: Presses Polytechniques et Universitaires Romandes.Google Scholar
  4. Biggeri, M., Ballet, J., & Comim, F. (2010). The capability approach and research on children: Capability approach and children’ issues. In S. Andresen et al. (Eds.), Children and the good life: New challenges for research on children (pp. 75–89). Dordrecht: Springer.Google Scholar
  5. Ville de Lausanne. (2007). Conseils des enfants. Lausanne: Service de la jeunesse et des loisirs.Google Scholar
  6. Fraser, N. (1997). Justice interrupts. New York: Routledge.Google Scholar
  7. Fraser, N., & Honneth, A. (2003). Redistribution or recognition? A political-philosophical exchange. London: Verso.Google Scholar
  8. Haas, E. (2003). Donner une voix aux enfants. Zürich: Comité Suisse pour l'UNICEF.Google Scholar
  9. Honneth, A. (1995). The struggle for recognition. Cambridge: Polity Press.Google Scholar
  10. Liebel, M. (2008). Citizenship from below: Children’s rights and social movements. In A. Invernizzi & J. Williams (Eds.), Children and citizenship (pp. 32–43). London: Sage.Google Scholar
  11. Malatesta, D., & Golay, D. (2010). La participation des enfants au débat public: une expression des dominants? Nouvelles Questions Féministes, 29(2), 88–99.Google Scholar
  12. Malatesta, D., & Palazzo, C. (2005). Evaluation des conseils d’enfants de la ville de Lausanne. Lausanne: Haute école de travail social et de la santé, EESP.Google Scholar
  13. Malatesta, D., Golay, D., & Thommen, E. (2006). L’enfant dans la Cité. Enjeux de reconnaissance, enjeux de citoyenneté, enjeux de travail social. Les “tweens” (9 – 12 ans) à Lausanne et Bussigny. Lausanne: Haute école de travail social et de la santé, EESP.Google Scholar
  14. Murard, N., & Tassin, E. (2006). La citoyenneté entre les frontières. L’homme et la société, 2(160–161), 17–35.CrossRefGoogle Scholar
  15. Nussbaum, M. C. (2011). Creating capabilities. The human development approach. Cambridge: The Belknap Press of Harvard University Press.CrossRefGoogle Scholar
  16. Renault, E. (2004). Reconnaissance, institutions, injustice. Revue du MAUSS, 1(24), 180–195.CrossRefGoogle Scholar
  17. Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. Journal of Philosophy, 82(4), 169–221.CrossRefGoogle Scholar
  18. Sinclair, R. (2004). Participation in practice: Making it meaningful, effective and sustainable. Children & Society, 18, 106–118.CrossRefGoogle Scholar
  19. Thomas, N. (2012). Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition. Childhood, 19(4), 453–466.CrossRefGoogle Scholar
  20. Thompson, S. (2005). Is redistribution a form of recognition? Comments on the Fraser-Honneth debate. Critical Review of International Social and Political Philosophy, 8(1), 85–102.CrossRefGoogle Scholar
  21. United Nations. (1989). Convention on the rights for the child. Portable document, crc.pdf. URL: http://www2.ohchr.org/english/law/crc.htm

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Haute école de travail social et de la santéEESPLausanneSwitzerland

Personalised recommendations