Children's Participation and Good Governance: Limitations of the Theoretical Literature

Hinton, Rachel

doi:10.1163/157181808x311141

Cited by 59 publications

(37 citation statements)

References 19 publications

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“…Indeed, the right to participation is especially crucial in the child welfare context (Bouma, López, Knorth, & Grietens, 2018;Cossar, Brandon, & Jordan, 2016). The reasons for implementing participation rights in the child welfare context are not only normative but has to do with good practice and the promotion pf children's well-being (Hinton, 2008;Melton, 2006;Sinclair & Franklin, 2000).…”

Section: Children's Participation In the Child Welfare Contextmentioning

confidence: 99%

Social workers' perceptions of children's right to participation

Kosher

Ben‐Arieh

2019

Child & Family Social Work

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Recent years have witnessed a growing worldwide recognition for the need to incorporate children's right to participate into the child welfare system. Yet studies show that most children in the welfare system do not feel that they are listened to or that their opinions are taken into account. This paper presents findings from a study conducted among 151 Israeli social workers, examining their perceptions on children's participation. The study explored to what extent they implement this principle in their everyday practice and whether there is a relationship between their perceptions and their actions. The findings revealed that social workers tend to endorse a protective position with regard to children's participation and that they only partially implement children's right to participation in their daily practice.

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Section: Children's Participation In the Child Welfare Contextmentioning

confidence: 99%

Social workers' perceptions of children's right to participation

Kosher

Ben‐Arieh

2019

Child & Family Social Work

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“…Competency is frequently used as a threshold criterion, so that children who are considered incompetent are not allowed or not supported to participate. Hinton (2008) refers to this as the 'competence bias'. Adults perceive children as having limited or lesser competence than adults, with the concentration on children's lack of competence to participate rather than adults' lack of competence in enabling children to participate.…”

Section: Participation Competence and Competenciesmentioning

confidence: 99%

Children’s Participation: Questioning Competence and Competencies?

Borgne

Tisdall

2017

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While Article 12 of the Convention on the Rights of the Child has encouraged children's 1 participation in collective decision-making, the literature is replete with the challenges as well as successes of such participation. One challenge is adults' perceptions of children's competence and competencies. These are frequently used as threshold criteria, so that children viewed as incompetent or lacking competencies are not allowed or supported to participate. Despite this casual elision between children's participation and their (perceived) competence and competencies, the latter are rarely explicitly defined, theorised or evidenced. This article draws on research undertaken in Tamil Nadu (South India) and Scotland (UK), with two non-governmental organisations supporting children's participation in their communities. The article examines how staff members can validate and enhance children's competence and competencies, by scaffolding children to influence decision-making and recognising and adding to children's knowledge. These empirical findings suggest the need for increased scrutiny of the concepts of competence and competencies, recognising their disempowering potential. The findings argue that competence is situationally and socially constructed rather than a set and individual characteristic.

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“…Our conceptualization of the second key element of critical pedagogy at HSC and OSBG, empowered deliberative action, evolved from the existing literatures on participatory democracy (which tends to be adult‐focused) and decision making and on youth participation. Critics have noted that both literatures have historically focused on ideal models, arguing for an empirical turn (Dodge, 2009; Dryzek, 2002; Hinton, 2008).…”

Section: The Revolution Lies In a Slow Evolution: Tensions In Empowermentioning

confidence: 99%

From Toxic Tours to Growing the Grassroots: Tensions in Critical Pedagogy and Community Development

Jagninski

2013

Journal of Urban Affairs

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Structural inequalities in American public education are inextricably tied to deep‐seated patterns of racial and economic segregation. Children in poor neighborhoods are less likely to have the household resources, neighborhood institutions, or school amenities necessary for a good, challenging education. In response, a growing number of organizations have launched initiatives to simultaneously revitalize neighborhoods and improve public education, emphasizing youth participation as an essential component in their efforts. We draw upon ethnographic data from two such organizations to examine their practice of place‐based critical pedagogy in community development. We focus on how they engage marginalized, “hard‐to‐reach” youth via (1) experiential learning, to counter high‐stakes testing models and cultivate a sense of ownership in the local community, and (2) empowered deliberative action, in contextualized ways. The tensions embedded in these organizations’ complex efforts have implications for other groups of marginalized youth engaged in community development, especially in their attempts to help students gain concrete outcomes in community development and achieve long‐term sustainability.

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Children's Participation and Good Governance: Limitations of the Theoretical Literature

Cited by 59 publications

References 19 publications

Social workers' perceptions of children's right to participation

Social workers' perceptions of children's right to participation

Children’s Participation: Questioning Competence and Competencies?

From Toxic Tours to Growing the Grassroots: Tensions in Critical Pedagogy and Community Development

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