Are we really doomed? Critical pathways for advancing children’s rights through theory and practice

Book chapter


Zanatta, F. 2018. Are we really doomed? Critical pathways for advancing children’s rights through theory and practice. in: Martinez Sainz, Gabriela and Ilie, Sonia (ed.) International Perspectives on Practice and Research into Children's Rights Centre for Human Rights Studies. pp. 35-56
AuthorsZanatta, F.
EditorsMartinez Sainz, Gabriela and Ilie, Sonia
Abstract

This chapter presents the argument that two factors are particularly obstructive to the flourishing of a more unified and integrated modus operandi for both practitioners and researchers working in the field of children’s rights. First and foremost, I will argue that the limited synchrony in the historical development of theory and practice, with regards to children’s rights, has impacted and limited the opportunities for a meaningful collaboration between practitioners, activists and academics (Leonard, 2016). I will then discuss how the interpretation of children’s rights as a tool to ensure protection, rather than to promote autonomy (Woodhead, 1994), weakens the rights based approach and deprives the concept of right of its essence (Biggeri and Karkara, 2014). In my conclusions, I will argue that the lack of critical revision of theories of childhood is the overarching issue to the advancement of children’s rights.

Keywordschildren's rights; child development; childhood
Book titleInternational Perspectives on Practice and Research into Children's Rights
Page range35-56
Year2018
PublisherCentre for Human Rights Studies
Publication dates
Print10 Apr 2018
Publication process dates
Deposited20 Apr 2018
ISBN978198650882X
Web address (URL)https://cedhmx.org/index.php/publicaciones/
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https://repository.uel.ac.uk/item/84874

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Related outputs

A Critical Realist Reflection on the Use of Social Media as Third Space for Rights Education in Early Childhood
Zanatta, F., Martinez Sainz, G. and Gillett-Swan, J. 2019. A Critical Realist Reflection on the Use of Social Media as Third Space for Rights Education in Early Childhood. International Journal of Early Childhood.