| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 136.75 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Children’s citizenship has become a major theme in contemporary social
policy and science debates, and children’s rights have gradually emerged as
benchmarks for many national, regional or local policy narratives, consistent
with the un Convention on the Rights of the Child (un 1989). Indeed, the
uncrc concept of citizenship encompasses, for the first time, participation,
provision but also participation rights. The attention has focused not only
on children’s “superior interest” but also on their agency capacities and their
participatory rights, considering them active and competent actors in social
relationships, who have a voice, irrespective of those of adults. Crises, caused
by disasters, economic and social adversities are moments of disruption
where the pre-existing unequal social ties between individuals or groups in
society become more visible, evidencing different access to citizenship status.
Children have very often been portrayed as passive and helpless victims or
as vulnerable recipients of aid in crisis situations, with little attention given
to their ability to perceive and interpret these phenomena, or what they can
contribute to public policies that address these issues.
Description
Keywords
Children’s citizenship Children’s rights
Pedagogical Context
Citation
Almeida, A. N. de, Ribeiro, A. S., Rowland, J. (2018). Children, citizenship and crisis: towards a participatory agenda. In Lobo, M. C., Silva, F. C. da, Zúquete, J. P. (Eds.), Changing societies: legacies and challenges. Vol. 2. Citizenship in crisis, pp. 113-134. Lisboa: Imprensa de Ciências Sociais
Publisher
Imprensa de Ciências Sociais