Childhood, Human Rights and Adversity: The Case of Children and Military Conflict

Wyness, Michael

doi:10.1111/chso.12171

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…The CRC is a crucial frame of reference in locating children's participation within regulated adult driven contexts. At the same time it marginalises children's material economic and political capacities (Wyness, 2016).…”

Section: Resultsmentioning

confidence: 99%

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The Recognition and Distribution of Children’s Agency in the UK

Wyness¹

2017

Transdisciplinary Perspectives on Childhood in Contemporary Britain

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Section: Resultsmentioning

confidence: 99%

“…Jupp 2008 takes place, this is a highly contentious point. Nevertheless, what we can say is that there is some recognition at 'local' levels of the work children undertake within these different contexts (Wyness, 2016).…”

Section: Multi-dimensionalmentioning

confidence: 99%

The Recognition and Distribution of Children’s Agency in the UK

Wyness¹

2017

Transdisciplinary Perspectives on Childhood in Contemporary Britain

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“…Equity, diversity, and inclusion (EDI), other EDI phrases and EDI frameworks [10,12] are increasingly employed in various workplaces including universities to improve the 'social' in the areas of research, education, and general workplace environments for marginalized groups such as women, Indigenous Peoples, visible/racialized minorities, disabled people, and LGBTQ2S+ [12]. Individual EDI terms are engaged with in the academic literature in conjunction with the international documents we investigated for example: "Convention on the Rights of Persons with Disabilities" in conjunction with equity [29][30][31][32], equality [33][34][35][36][37], inclusion [38,39] and diversity [40]; "Convention on the Rights of the Child" with equity [41,42] equality [43] inclusion [44] and diversity [45]; "Convention on the Elimination of All Forms of Discrimination against Women" with equity [46] equality [47] diversity [48] and inclusion [49]; "Declaration on the Rights of Indigenous Peoples" with equity [50] equality [51] inclusion [52] and diversity [53,54]; "Universal Declaration of Human Rights" with equity [55] equality [56] diversity [57] and inclusion [58]; "UN Framework Convention on Climate Change" with equity [59] equality [60] inclusion [61] and diversity [62]; "transforming our world: the 2030 agenda for sustainable development" with equity…”

Section: Equity Diversity and Inclusion (Edi)mentioning

confidence: 99%

Auditing the ‘Social’ Using Conventions, Declarations, and Goal Setting Documents: A Scoping Review

Gill

Wolbring

2022

Societies

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The state of the ‘social’ that individuals, social groups and societies experience are a focus of international conventions, declarations and goal setting documents. Many indicators of the ‘social’ and measures of well-being that contain sets of indicators of the ‘social’ exist to ascertain the state of the ‘social’ of individuals, social groups, and societies. Marginalized groups are well known to have problems with the ‘social’ they experience. Equity, Diversity, and Inclusion (EDI) and similar phrases are used in policy discussions to deal with ‘social problems’ within research, education, and general workplace environments encountered by women, Indigenous peoples, visible/racialized minorities, disabled people, and LGBTQ2S+. The prevention of the worthening of the ‘social’ is one focus of science and technology governance and ethics discussions. Many health professions are also concerned about the ‘social’ such as the well-being of their clients and their roles as stated by many of their associations include being advocates and change agents. The objective of the study was to ascertain how the ‘social’ is engaged with in conjunction with the following international documents (“Convention on the Rights of Persons with Disabilities”, “Convention on the Rights of the Child”, “Convention on the Elimination of All Forms of Discrimination against Women”, “Declaration on the Rights of Indigenous Peoples”, “Universal Declaration of Human Rights”, “International Convention on the Elimination of All Forms of Racial Discrimination”, “UN Framework Convention on Climate Change”, “transforming our world: the 2030 agenda for sustainable development” and “UN flagship report on disability and development Realizing the Sustainable Development Goals by, for and with persons with disabilities”; from now on called “the documents”). A scoping review using the academic databases SCOPUS, Web of Science, databases accessible under Compendex, and the databases accessible under EBSCO-HOST, coupled with a manifest hit-count coding approach was uses to answer five research questions: (1) Which terms, phrases, and measures of the ‘social’ are present in the literature searched (2) Which of the social issues flagged in the Convention on the Rights of Persons with Disabilities (CRPD) are present in the academic abstracts mentioning the other eight documents? (3) Which EDI frameworks, phrases and social groups covered under EDI are present in the literature covered. (4) Which technologies, science and technology governance terms and ethics fields are present in the literature covered? (5) Which health professions are mentioned in the literature covered? The results reveal vast gaps and opportunities to engage with the ‘social’ in relation to “the documents” covered for all five questions.

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“…Children's right to participate is viewed as a relatively "safe" and benign form of consultation. I have argued elsewhere that despite the potential for a broader range of activities to be included within the concept of "participation", and to be recognised as forms of child agency, rights here are largely discursive and institutional (Joergensen and Wyness, 2021;Wyness, 2016).…”

Section: 3mentioning

confidence: 99%

The Uneven Distribution of Children’s Rights

Wyness

2022

Int. J. Child. Rights

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The discourse on children’s rights has reconceptualised children and childhood in terms of human integrity and ontology. However, there are ongoing questions over its universal applicability. In this paper I offer a critical examination of children’s rights, focusing on the uneven distribution rather than universal spread of rights which dominates the discourse. The paper focuses on educational rights in terms of frames of reference that limit children’s access to rights, including mass compulsory schooling, futurity and discursive forms of participation. Drawing on the illustrative case of young carers in England, the paper argues this critical conception of schooling restricts children’s access to formal education, marginalising their material and emotional contributions to their families and communities. In the final section I explore an alternative framework, children’s ‘living rights’ within which to understand the work that young carers undertake and thus improve access to their rights.

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Childhood, Human Rights and Adversity: The Case of Children and Military Conflict

Cited by 9 publications

References 22 publications

The Recognition and Distribution of Children’s Agency in the UK

The Recognition and Distribution of Children’s Agency in the UK

Auditing the ‘Social’ Using Conventions, Declarations, and Goal Setting Documents: A Scoping Review

The Uneven Distribution of Children’s Rights

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