This article uses a rights-based and social ecological approach to explore the role of the right to play in the lives of children and youth, as outlined in Article 31 of United Nations Convention on the Rights of the Child (UNCRC), in supporting the actualization of children’s meaningful participation, as outlined in Article 12 and as a guiding principle of the UNCRC. This article introduces the limited recognition of the value of play internationally, as emphasized in General Comment 17. It uses a rights-based approach to analyze the intrinsic and instrumental value of play as a right itself and its role in supporting children to actively participate as experts in their own lives, develop leadership skills, express their views, be listened to, and be active in decision-making processes. The authors will explore the positive contribution play can make to the healthy and holistic development of children and youth and how these skills support a sense of agency and leadership in children and youth at present and in their future. Right To Play’s methodological approach is grounded in participatory, experiential learning and the work of educationalists. This work will be showcased to highlight how play can strengthen children’s meaningful participation. The authors conclude that it is imperative that the international development and humanitarian community continues to strengthen the advocacy for and use of play to strengthen children’s wellbeing, healthy development and active participation in their lives.
This thesis focuses on the universality of soccer, and participatory educational methodologies as tools to combat HIV and AIDS through a case study of Grassroot Soccer (GRS). GRS is an organization that empowers African youth with the knowledge, skills and support to combat the HIV and AIDS pandemic. This thesis specifically explores GRS's work in Port Elizabeth (PE) South Africa. The role of sport, specifically soccer, as a form of Entertainment-Education (E-E) is explored in order to exemplify the value of an otherwise overlooked avenue of positive social change. Paulo Freire's notion of participatory learning is used to analyze the GRS methodology in order to establish the ways in which the program uses interactive learning structures through soccer as a tool to enhance the GRS student's sense of self-efficacy and overall knowledge about HIV and AIDS. This thesis substantiates the effectiveness of GRS's participatory learning structure made possible through sport.
This thesis focuses on the universality of soccer, and participatory educational methodologies as tools to combat HIV and AIDS through a case study of Grassroot Soccer (GRS). GRS is an organization that empowers African youth with the knowledge, skills and support to combat the HIV and AIDS pandemic. This thesis specifically explores GRS's work in Port Elizabeth (PE) South Africa. The role of sport, specifically soccer, as a form of Entertainment-Education (E-E) is explored in order to exemplify the value of an otherwise overlooked avenue of positive social change. Paulo Freire's notion of participatory learning is used to analyze the GRS methodology in order to establish the ways in which the program uses interactive learning structures through soccer as a tool to enhance the GRS student's sense of self-efficacy and overall knowledge about HIV and AIDS. This thesis substantiates the effectiveness of GRS's participatory learning structure made possible through sport.
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