Page 58 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 58
šolsko polje, letnik xxxi, številka 3–4
Concluding remarks: Towards the deconstruction of adultism
The concept of child rights acts as a call for the re-conceptualisation of
the power relationships between children and adults because it focuses on
the competent, active child, who is entitled to claim their rights (Tobin,
2011, p. 89). Instead of adult superheroes who satisfy children’s needs by
being good, considerate and humane, the rights-based approach high-
lights adults’ obligation to provide all the support and protection during
a child’s development. Introducing participation as the main principle,
child right and the group of civil rights, the CRC is contributing signifi-
cantly to changing the regime of truth and to deconstructing the oppres-
sive practices which are typically taken for granted.
The CRC brings a new perspective on the child’s nature. Participation
demands we adopt the image of the child as an active participant in the
process of their own development. A child is no longer seen as a passive re-
cipient of adults’ influences, knowledge and experience but as somebody
who, with his/her needs, interests and developmental competencies, par-
ticipates in his/her environment and changes that environment. Some au-
thors (Benedict, 1976) believe that, as the gap between the social interpre-
tation of the child’s and adults’ role grows wider, it is ever more difficult
to overcome the transition period from one role to another; hence, the pe-
riod of adolescence carries the marks of turbulent crises and changes. If
a child is seen as passive, immature, incompetent, irresponsible and de-
pendent, the growing up that requires maturity, responsibility and inde-
pendence will be denoted by crises and difficulties.
Participation redefines power relationships. Rather than the hierar-
chical model of power on which adultism is based, participation advo-
cates a cooperative power model where power is shared and, instead of im-
posing the adults’ opinion, there is a process of negotiation and dialogue
with children.
The idea that children can and should be treated as experts in their
own experience and as participants in the decision-making process com-
pletely transforms the habitual patterns of relationships among chil-
dren and adults (Jones and Welch, 2010) and redefines the concept of the
adult’s authority and his/her role in protection and stimulation of child
development. Instead of authority based on fear that values and develops
a child’s obedience and external locus of control, authority based on re-
spect values and develops the child’s independence, responsibility and crit-
ical attitude to reality. Such authority cultivates freedom of choice and
self-discipline and develops the internal locus of control. Authority based
on respect uses his/her power exclusively with the aim of protecting the
56
Concluding remarks: Towards the deconstruction of adultism
The concept of child rights acts as a call for the re-conceptualisation of
the power relationships between children and adults because it focuses on
the competent, active child, who is entitled to claim their rights (Tobin,
2011, p. 89). Instead of adult superheroes who satisfy children’s needs by
being good, considerate and humane, the rights-based approach high-
lights adults’ obligation to provide all the support and protection during
a child’s development. Introducing participation as the main principle,
child right and the group of civil rights, the CRC is contributing signifi-
cantly to changing the regime of truth and to deconstructing the oppres-
sive practices which are typically taken for granted.
The CRC brings a new perspective on the child’s nature. Participation
demands we adopt the image of the child as an active participant in the
process of their own development. A child is no longer seen as a passive re-
cipient of adults’ influences, knowledge and experience but as somebody
who, with his/her needs, interests and developmental competencies, par-
ticipates in his/her environment and changes that environment. Some au-
thors (Benedict, 1976) believe that, as the gap between the social interpre-
tation of the child’s and adults’ role grows wider, it is ever more difficult
to overcome the transition period from one role to another; hence, the pe-
riod of adolescence carries the marks of turbulent crises and changes. If
a child is seen as passive, immature, incompetent, irresponsible and de-
pendent, the growing up that requires maturity, responsibility and inde-
pendence will be denoted by crises and difficulties.
Participation redefines power relationships. Rather than the hierar-
chical model of power on which adultism is based, participation advo-
cates a cooperative power model where power is shared and, instead of im-
posing the adults’ opinion, there is a process of negotiation and dialogue
with children.
The idea that children can and should be treated as experts in their
own experience and as participants in the decision-making process com-
pletely transforms the habitual patterns of relationships among chil-
dren and adults (Jones and Welch, 2010) and redefines the concept of the
adult’s authority and his/her role in protection and stimulation of child
development. Instead of authority based on fear that values and develops
a child’s obedience and external locus of control, authority based on re-
spect values and develops the child’s independence, responsibility and crit-
ical attitude to reality. Such authority cultivates freedom of choice and
self-discipline and develops the internal locus of control. Authority based
on respect uses his/her power exclusively with the aim of protecting the
56
