In the context of current fears about ‘toxic childhood', and a marketing industry's celebration of children as empowered by consumerism, this thesis asks where does this leave children themselves? Theoretically the thesis adopts a Foucauldian approach, with its understanding of the relations between power, knowledge and subjectivity and methodologically deploys a discourse analysis. The latter is used to scrutinise ‘the child' and consumption as understood by ‘experts' on the one hand and ‘marketing' on the other. For the ‘experts' the corpus for research is made up of a disparate set of populist and academic articles and books from the UK in 2007/2008, engaging with the ill effects of consumerism on children. Also included here is a transcript of the UK parliamentary debate on ‘junk food advertising' from 25th April 2008. For ‘marketing', materials were collected from one emblematic event: the annual British Toy and Hobby Association Toy Fair 2014, where marketing professionals promote their wares by ‘selling' the benefits of (toy) consumption for children. What emerges as a commonality from these two very different discourses is the child as ‘subject' (and ‘object'), placed in a homogeneous childhood. To investigate the authenticity of this construct, the third strand of research is focused on some children talking about consumption. Children from a local school, aged between nine and ten, were divided into focus groups of boys and girls, facilitated by a teacher but with the children able to discuss ideas relatively freely. This provides the final corpus of research for analysis. What the children's talk reveals is a distinctiveness in their interactions with each other and their teacher, in which they utilise their own ‘methods' – what I refer to as ‘dynamic bricolage' and ‘collaboration'. Through these they perform an ‘identity work' to resist or evade certain knowledges about them and create others to integrate into an individual and group ‘childhood' identity, which is relished by them as not-adult. I argue that these childhood practices complicate contemporary understandings of childhood: the child is neither innocent victim nor savvy consumer.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-19T12:21:13Z No. of bitstreams: 1 Leila Rocha Sponton.pdf: 1056007 bytes, checksum: 6ff1f8546a64760e1fb287ad4e3b49cf (MD5) / Made available in DSpace on 2018-03-19T12:21:13Z (GMT). No. of bitstreams: 1 Leila Rocha Sponton.pdf: 1056007 bytes, checksum: 6ff1f8546a64760e1fb287ad4e3b49cf (MD5) Previous issue date: 2018-02-21 / The present research aims to address the issue of child refugee and how to implement the principle of integral protection and the guarantee of their fundamental rights. The 21st century has experienced an explosion of refugees around the world, as it has not been seen since the end of World War II. There is no doubt that the children are among the most affected people by the forced exit of their homes. Traumas suffered by a child are visualized in a deeper way and with far more serious and devastating consequences when compared to adults. The situation is even more complicated when this child enters another country unaccompanied or separated from their parents. In addition to absence, the lack of documentation and legal representation often leads to the abandonment of the most basic fundamental rights, such as health, education and work. Throughout this paper we intend to present the historical evolution of international refugee law and the relationship with the children’s rights, as well as the work of international organizations such as UNHCR in the protection of this population, especially children. In addition, this paper aims to discuss the reasons for persecution that justify the recognition of refugee status, always bringing, of course, the child's perspective. Furthermore, apart from the general reasons for persecution, there are some forms that are specific applied to children, such as forced recruitment, child trafficking, sexual exploitation and female genital mutilation, among other practices. We also deal with the legal protection of the child refugee in Brazil and the legislative gaps on the subject and finally we present the issues that most affect child refugee when they enter Brazil and how the State and society must act in order to protect fundamental rights to these children. We understand that Brazil is a country with extensive legislation on the subject of refugees; however, when we specifically address children, we realize that there is still a long way to go, not only in terms of legislation but also in the awareness of society, which still sees the refugee with great prejudice, which makes integration and the enforcement of rights difficult. Thus, the present study pursued to present the difficulties experienced by child refugees when they entered Brazil, as well as to offer alternatives to guarantee the effective protection of these children / O presente trabalho tem como objetivo tratar sobre a questão da criança refugiada e como efetivar o princípio da proteção integral e a garantia de seus direitos fundamentais. O século XXI tem vivenciado uma explosão de pessoas refugiadas ao redor do mundo como não se via desde o final da Segunda Guerra Mundial. Não há dúvidas de que, entre as pessoas mais atingidas pela saída forçada de suas residências está a criança. Os traumas sofridos por uma criança se apresentam de forma mais profunda e com consequências muito mais sérias e devastadoras do que se comparadas com um adulto. A situação se mostra ainda mais complicada quando esta criança ingressa em outro país desacompanhada ou separada de seus pais. Para além da ausência, a falta de documentação e de representação legal faz com que muitas vezes essas crianças acabem alijadas dos mais básicos direitos fundamentais, como saúde, educação, trabalho. Ao longo do trabalho procuramos apresentar a evolução histórica do direito internacional dos refugiados e a relação com o direito da criança, bem como a atuação de organismos internacionais, como o ACNUR na proteção dessa população, principalmente a criança. Para além disso, apresentamos as razões de perseguição que justificam o reconhecimento do status de refugiado, sempre trazendo, por óbvio, a ótica da criança. Soma-se às razões gerais de perseguição algumas formas que são específicas de crianças, como o recrutamento forçado, o tráfico de crianças, exploração sexual e mutilação genital feminina, entre outras formas. Tratamos, também da proteção jurídica da criança refugiada no Brasil e as lacunas legislativas acerca do tema e por fim apresentamos as questões que mais atingem as crianças refugiadas quando ingressam no Brasil e como o Estado e a sociedade devem atuar de modo a efetivar os direitos fundamentais garantidos a estas crianças. Entendemos que o Brasil é um país com ampla legislação acerca do tema dos refugiados; porém, quando tratamos especificamente de crianças, percebemos que ainda há muito o que avançar, não apenas em matéria legislativa mas também na sensibilização da sociedade, que ainda vê o refugiado com grande preconceito, o que dificulta a integração e a efetivação de direitos. Assim, o presente estudo procurou apresentar as dificuldades sofridas pelas crianças refugiadas ao ingressarem no Brasil, bem como trazer alternativas para garantir a efetiva proteção dessas crianças

In this practice-based research the use of attachment assessments to assist with decision-making about the placement of children in State care is explored. In Aotearoa New Zealand care and protection legislation emphasises the importance of working with families. The central decision-making forum is the Family Group Conference where families, their support people and statutory social workers come together to work out a plan for children considered to be in need of care and protection. This research focused on conflicted situations where agreement could not be reached about where children should live. The research was structured around one over-arching objective: the examination of a specific aspect of practice, namely the use of attachment assessments in decision-making, with a view to identifying elements of best practice. Within this were three other objectives: an exploration of the impact of attachment assessments on decision-making processes; an exploration of the experience of participants in this process; and an examination of perceived outcomes for children who have an assessment completed. In order to achieve these objectives the historical and cultural context influencing these decision-making processes was explored; the theoretical framework underpinning the use of attachment assessments was critically examined; recent literature on children�s experience in foster care was reviewed; the role of assessment in decision-making was explored; and the use of attachment assessments was evaluated from the perspective of social work practitioners. The outcomes of this research indicate that attachment assessments are theoretically sound processes, which provide relevant information that facilitates decision-making in conflicted situations and the achievement of positive outcomes for children. It was, however, found that attachment assessments have an indirect influence by providing a pivotal point in the decision-making process rather than a direct impact. A number of variables influencing outcomes for children were identified and explored: availability of suitable placements; management of contact with birth family; provision of support networks including attention to ongoing cultural connectedness; and support through adolescence. Children�s absence from participation in decision-making was highlighted. I conclude with an outline of guidelines for best practice.

The purpose of this study was twofold. First, it aimed to present an argument for the inclusion of primary-age children's views in the decision-making process in primary schools. Second, it aimed to explore the potential of primary-age children to contribute to better decisions about their own schooling. The hypothesis is that primary-age children have worthwhile views of schooling that should be introduced into both classroom and school decision-making processes. Authoritarianism, moral development, childrenqs rights and active learning were explored in relation to child participation in decision-making. This study attempted to explore children's views of schooling from the viewpoints of the children themselves. Children kept diaries of school for one week and from these diaries an interview schedule was constructed to allow the exploration of their views. The study shows that primary-age children have views that can contribute legitimately and valuably to decision-making at both the classroom and school levels.

<p>Even though many states have ratified the UN Convention on the Rights of the Child and sworn to protect human rights, viloations occur every day both in developed and developing countries. United Nations gave Sweden critique for not implementing the Convention conrerning article 11, which raises the question how respected the Convention is amongst other states? Does democracy contribute to a higher level of implementation?</p>

University of Macau / Faculty of Law

Abstract This paper examines the right to family life and how it can conflict with the child’s right to protection against harm. The paper examines how the international community views the family and what rights the family has in international law.  In addition to this, the paper also looks at the different family structure a family can have and it also examine whether there are a universal definition of family. Furthermore, the paper also talks about the children and the rights afforded to them and how the rights has developed through time. The concept of childhood is a much-debated issue. There have been debates on when the childhood begins but also on when it ends and the views of the States differs somewhat. Childhood is a concept that is heavy with different psychological, physical, religious and cultural believes and practices. When the States was working on the Convention on the Rights of the Child they had to try to consolidate the different views on both the beginning and the end of childhood but it proved to be problematic. To say that the childhood began at conception would have made the convention incompatible with the national law that allows abortion and it could therefore risk that some States did not sign the convention. They therefore made a compromise that meant that the States could keep their own definition on the beginning of childhood. The family as well as the well-being of the child is important and this is reflects in international law. This paper therefore also examines the articles in international and regional treaties concerning the family and the protection of the child.  It also examines several cases from the European Court of Human Rights to illustrate how the Court has reasoned in cases where rights of the parents has been in conflict with the children’s rights and best interest. The conclusion drawn from this paper is that no set of rights weigh more than the other. They are both very important and if it is possible, the authorities shall try to balance them with each other. They have to have both what would be best for the child and the parents right to family life in mind. Even if the authorities have to remove a child from the parents care they need to have a reunification of the family as a ultimate goal to work towards.

This study reviewed how networks, entrepreneurs and narratives were intertwined in keeping a policy process moving and preventing it from stagnating. By applying Roe's narrative analysis theory (as developed in Narrative Policy Analysis - 1994), along with Kingdon's theory of entrepreneurs (as developed in Agendas, Alternatives and Public Policies - 1995) and Kickert's explanations of networks (as developed in Managing Complex Networks - 1997) the study attempted to uncover how a complex policy issue is managed by the stakeholders involved. The Children's Bill was the case study used to show the usefulness of these three theories in understanding the intricate engagements and relations of participation around a complex policy. By applying qualitative data collection and analysis techniques, the case study illustrated how a complex policy is able to move through the policy and legislative processes despite the conflict and difficulties encountered. The dominant narratives were identified, the narrative of the Working Group (WG) (to hold the Bill over to the next parliament and to include a National Policy Framework), and the counternarrative of the Department of Social Welfare and Development (to fast track the Bill through parliament and to make excisions), as were the non-stories (on issues of poverty). The research also identifies the policy entrepreneurs (the WG secretariat and in particular the Children's Institute and Paula Proudlock) and the networks in which they operated. This information provided the basis to identify the meta-narrative to hold the Bill over to the next parliament for further deliberations on the excisions that had been made, which allowed the Children's Bill process to continue. Some recommendations for further evaluation and research into this policy process are noted. / Thesis (M.Soc.Sc.)-University of KwaZulu- Natal, Pietermaritzburg, 2006.

The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understand the relation between democracy and individual rights, between democracy and religious belief and speech, and between rationality and deliberation, among other things. The author proceeds to discuss three educational issues in relation to the principle of reciprocity and its implications: 1. The legitimacy and content of a mandatory citizenship education, 2. Children’s rights to develop personal autonomy, 3. The opportunity for parents and children to choose which school children attend. These issues are important in relation to the question of how to balance unity and pluralism in education in that they concern the promotion of certain common beliefs, values and dispositions among citizens or the creation of a system of choice between schools with different profiles. The purpose of the discussion is to construct a theoretical position which balances the values of unity and pluralism in education, by giving diversity its due (contra communitarianism) while upholding a measure of unity (contra libertarianism and radical multiculturalism) which is located in the democratic and autonomy- promoting purposes of education rather than (exclusively) in its economic/vocational purposes (contra neo-liberalism). The discussions make use of political philosophy, educational philosophy and empirical research carried out by other researchers.

In this practice-based research the use of attachment assessments to assist with decision-making about the placement of children in State care is explored. In Aotearoa New Zealand care and protection legislation emphasises the importance of working with families. The central decision-making forum is the Family Group Conference where families, their support people and statutory social workers come together to work out a plan for children considered to be in need of care and protection. This research focused on conflicted situations where agreement could not be reached about where children should live. The research was structured around one over-arching objective: the examination of a specific aspect of practice, namely the use of attachment assessments in decision-making, with a view to identifying elements of best practice. Within this were three other objectives: an exploration of the impact of attachment assessments on decision-making processes; an exploration of the experience of participants in this process; and an examination of perceived outcomes for children who have an assessment completed. In order to achieve these objectives the historical and cultural context influencing these decision-making processes was explored; the theoretical framework underpinning the use of attachment assessments was critically examined; recent literature on children�s experience in foster care was reviewed; the role of assessment in decision-making was explored; and the use of attachment assessments was evaluated from the perspective of social work practitioners. The outcomes of this research indicate that attachment assessments are theoretically sound processes, which provide relevant information that facilitates decision-making in conflicted situations and the achievement of positive outcomes for children. It was, however, found that attachment assessments have an indirect influence by providing a pivotal point in the decision-making process rather than a direct impact. A number of variables influencing outcomes for children were identified and explored: availability of suitable placements; management of contact with birth family; provision of support networks including attention to ongoing cultural connectedness; and support through adolescence. Children�s absence from participation in decision-making was highlighted. I conclude with an outline of guidelines for best practice.