Abstract
In this chapter, Biggeri, Arciprete, and Karkara argue that a capability approach to participation is just as relevant for children and the youth as it is for adults and vulnerable groups. Unlike other approaches, the capability approach puts great emphasis on the instrumental and intrinsic value of participation for well-being. It is also readily adaptable and particularly well placed to analyse the potentialities of children due to its focus on agency and participation. In line with this approach, this chapter tries to show that children can actively contribute to social change if they are given the opportunity for voice and the space to express their concerns. It also shows that neglecting children’s agency does not protect them from the burden of responsibility: it undermines their development, limits their capabilities, and puts them at risk of abuse, exploitation, and hardship. On the other hand, fostering children’s participation is central to the process of ‘evolving capabilities’, promotes gender equality, and has larger societal implications. To help achieve these goals, the authors argue we need to rethink educational systems and require a new expanded focus on functionings for democratic citizenship.
Mario Biggeri and Caterina Arciprete devised the conceptual ideas presented in this chapter and wrote it. Ravi Karkara contributed by writing Sect. 8.3.1 between November 2015 and February 2016.
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Notes
- 1.
Noteworthy examples include the Joseph Rowntree Foundation, the Bernard Van Leer Foundation, and The Centre for Studies in Childhood and Youth in Sheffield, UK.
- 2.
External capabilities are conferred by direct connection or relationship with another person (Foster & Handy, 2008).
- 3.
The notion of ‘evolving capabilities’ introduced in Ballet et al. (2011) recognizes that the opportunity to exercise self-determination and autonomy evolves continuously and is critical in the process of capability expansion beginning from childhood.
- 4.
A noteworthy example is Philosophy for Children (P4C), an educational movement developed in the 1970s, which aims to develop critical thinking and democratic citizenship in children and youths. This goal can be achieved by cultivating Complex Thinking (Lipman, 2003), which amounts to involving students in philosophizing as a dialogical activity.
- 5.
See UNICEF (2003a) for the report.
- 6.
Rio Declaration is available here: http://www.unicef.org/protection/Rio_Declaration_and_Call_for_Action.pdf
- 7.
For example, responding to a legislative proposal to ban all children under the age of 14 from any kind of work, Juan Evo Morales drew on his conversation with representatives from the Bolivian working children’s movement, to argue that banning child labour can be dangerous (by pushing such activities underground) and can threaten children’s livelihoods.
- 8.
One example of an innovative pedagogical approach is the Reggio Emilia Approach originally adopted in Italy. This education philosophy is influenced by the theories of Loris Malaguzzi and Lev Vygotsky and it is grounded in the idea that children are both the source and constructors of their own experience, and thus active participants in the organization of their identities, abilities, and autonomy. Another example of meaningful children’s involvement in democratic participation can be found in the municipality of Rovigo. Here, a linkage was built between school system and the local government allowing children to learn critical, creative, and caring thinking, and to practice civic participation.
- 9.
- 10.
See Alderson and Morrow (2011) for an overview of guidelines for research on children.
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Appendix: Progress Towards Children’s Participation
Appendix: Progress Towards Children’s Participation
Global progress towards promoting child participation can be summarized as follows:
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1989: Article 12 of the UNConvention on the Rights of the Child(CRC)lays down the basic principle and purpose of the meaningful and ethical participation of children and young people.
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2002: A World Fit for Children is adopted by the UN General Assembly. Paragraph 32 of this document includes a strong commitment towards increasing the participation of children.
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2006: Report of the independent expert for the UnitedNations study on violence against children ‘recommend that States actively engage with children and respect their views in all aspects of prevention, response and monitoring of violence against them, taking into account article 12 of the Conventionon the Rights of the Child. Children’s organizations and child-led initiatives to address violence guided by the best interests of the child should be supported and encouraged’ (UN, 2006, para 106).
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2007: Article 7 of theUNConvention on the Rights of Persons with Disabilities(CRPD) states with respect to children that ‘Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all humanrights and fundamental freedoms on an equal basis with other children’. And that ‘Parties shall ensure that children with disabilities have the right to express their views freely on all matters affecting them, their views being given due weight in accordance with their age and maturity, on an equal basis with other children, and to be provided with disability and age-appropriate assistance to realize that right’ (CRPD, 2018).
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2009:UNGeneral Assembly Resolution on the Rights of the Child (the ‘Omnibus resolution’). The resolution details various facets of the Rights of the child to be heard, encouraging children’s participation in all settings on matters affecting them. Among other things, Governments are called on to designate, establish, and strengthen relevant structures for children, to involve them in enacting the national action plans set out in ‘A world fit for children’, and to ensure the equal participation of girls, including adolescent women.
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2009: UNCRC adopted General Comment 12 on the Right of the Child to be Heard. This elaborates in detail on the scope of Article 12, and how the Committee expects governments to interpret their obligations to children under its provision.
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Biggeri, M., Arciprete, C., Karkara, R. (2019). Children and Youth Participation in Decision-Making and Research Processes. In: Clark, D.A., Biggeri, M., Frediani, A.A. (eds) The Capability Approach, Empowerment and Participation. Rethinking International Development series. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-35230-9_8
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