Framing children’s lives through policy and public sphere debates on COVID-19: unequal power and unintended consequences

Fattore, Tobia; Redhead, Robin; Turnbull, Nick

doi:10.1080/19460171.2021.1930085

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…The policy response framed children in particular ways. As outlined by Fattore et al (2021), these included an institutional framing that emphasises the role of educational institutions in organising children's experiences of the pandemic, evident in school closures and the shift to home-based schooling; a developmental frame that raises concerns about the effects of COVID-19 on children's development, apparent in concerns about children's absence from school, leaving them vulnerable to exploitation or engaging in criminal activity (UNODC, 2020), and a pathological frame, where time at home in isolation, away from peers and the routines of school life, focused attention on children's mental health and their capacity, or more aptly lack of capacity, to be resilient. Yet, in terms of health vulnerability, the rate at which children obtain the infection remains lower than adults, and children are more frequently asymptomatic or experience only mild symptoms (CDC, 2021).…”

Section: Constructing Terrains Of Vulnerability: Children and Covid-19mentioning

confidence: 99%

Disruption, Slowness, and Collective Effervescence: Children’s Perspectives on COVID-19 Lockdowns

Fattore

Drake

Falloon

et al. 2023

Int. Journal on Child Malt.

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The COVID-19 pandemic represented not only a health crisis, but a social crisis for children, one that has disrupted notions of what a good childhood is. However, the longer-term implications of the pandemic are still to be seen, for children, their families and communities. This article is concerned with what these ongoing changes may be, based on a qualitative multi-stage study that asks children about their experiences of well-being before the pandemic, during lockdowns and post-COVID-19 lockdowns. This included asking seven children in online semi-structured interviews about what aspects of life brought on by COVID-19 restrictions they would like to see continue post-lockdown. We outline some of our findings. We describe new rituals and ways of organising time developed by children, facilitated by the use of digital technologies. We describe these new ways of managing time as task-based rather than rule-based, with children experiencing slowness of and greater control over their time. We found that lockdowns provided a possibility for children to assert a public agency through banal acts of sociability, for example, by conforming to public health measures such as mask-wearing and hand-washing. Whilst small acts, children discussed these in terms of being moral agents (protecting the safety of others) and as part of a larger civic attitude they observed around them. Thus, their acts can be seen as expressions of larger forms of social solidarity that contributed to a sense of collective effervescence.

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Section: Constructing Terrains Of Vulnerability: Children and Covid-19mentioning

confidence: 99%

Disruption, Slowness, and Collective Effervescence: Children’s Perspectives on COVID-19 Lockdowns

Fattore

Drake

Falloon

et al. 2023

Int. Journal on Child Malt.

Self Cite

View full text Add to dashboard Cite

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The Value of Transnational, Qualitative Comparative Research on Children’s Vulnerability: Methodological and Epistemological Reflections

Fattore

Fegter

Hunner-Kreisel

2022

Handbook of Children’s Risk, Vulnerability and Quality of Life

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Being a (Female) Child in Baku: Social Order and Understandings of Well-Being

Hunner-Kreisel

Nasrullayeva²,

Kreisel

et al. 2022

Child Ind Res

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What does it mean to be a (female) child in the city of Baku, Azerbaijan? How can we critically interpret the girls’ understandings of well-being considering different forms of compliance with unequal social orders? What conclusions may be drawn from understandings of well- being about the nature of welfare state structures and there-in children’s specific positioning? To answer this question, we conducted qualitative interviews with 13 girls during their various leisure activities. The study shows that parents and in particular mothers are children’s key reference persons, while there are hardly any spaces the girls can explore or reference persons outside their immediate families. The article reconstructs how the 13 girls view the social practices of adults and how they relate these practices to their own perceptions of well-being. We inductively reconstruct different forms of compliance, i.e., the extent to which social practices are consistent with the symbolic representations (norms and values) of a specific social order and specific relations of power and hegemony. The analysis shows how girls make differentiations between adult social practices based on their knowledge orders: some practices they justify through a sort of complicity with adultist structures (competent compliance), others they must accept due to their own vulnerabilities as children (compliance and constitutive vulnerability), still others irritate, are rejected, or sabotaged (fragile compliance).

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Framing children’s lives through policy and public sphere debates on COVID-19: unequal power and unintended consequences

Cited by 3 publications

References 15 publications

Disruption, Slowness, and Collective Effervescence: Children’s Perspectives on COVID-19 Lockdowns

Disruption, Slowness, and Collective Effervescence: Children’s Perspectives on COVID-19 Lockdowns

The Value of Transnational, Qualitative Comparative Research on Children’s Vulnerability: Methodological and Epistemological Reflections

Being a (Female) Child in Baku: Social Order and Understandings of Well-Being

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