Children & Society最新文献

Aboriginal children and young people are over-represented in the out-of-home care system, yet their voices are largely absent in practice and policy decision-making. This paper presents a review of research that captures the voices of Aboriginal children and young people in out-of-home care. Three key themes are discussed: connection to culture, connection to family and participation. This paper argues for culturally meaningful research that honours child and youth citizenship, voice and roles in decision-making as critical to quality care and positive outcomes. This paper aims to highlight the importance of listening and responding to the voices of Aboriginal children and young people as critical to the provision of appropriate care and supporting positive outcomes.

Several quantitative studies have shown a negative relationship between fitspiration content (appearance-idealized pictures related to a fit and healthy lifestyle) in social media and mental health. The current study aimed to gain a deeper understanding of fitspiration users by qualitatively assessing their perception of fitspiration content and how it affects their health-related behaviour and well-being. A further research question was whether fitspiration as a form of public pedagogy was addressed in participants' physical education (PE) in schools. Thirteen female students from Austria who follow fitspiration content (14–19 years) were interviewed using semi-structured interviews. Positive effects in health behaviour, such as a higher reported physical activity, exercise motivation and conscious eating (e.g., reducing junk food) were reported. However, participants further described potentially negative consequences on mental and physical health resulting from social comparisons with influencers. As none of the students reported addressing social media fitness content in PE, including or adapting a critical media pedagogy in PE should be considered to enhance awareness of the negative effects of social media but use the positive influence on health behaviour.

This article discusses children's rights as social semantics, approaching them as a form of self-description of a paradoxical relationship that has emerged from the late twentieth century within several social systems, a relationship between generational order and children's position as holders of human rights. Charles Taylor's theory on the evolution of the semantics of human value is combined with a wide interdisciplinary array of contributions from Childhood Studies, Social Work, Pedagogy, Studies on Constitutionalism to propose an innovative social ontology of children's rights. Although the UNCRC has been the object of critical scrutiny since the early 1990s, the authors are not aware of any previous attempt to approach children's rights as social semantics in an attempt to illuminate the dynamic and paradoxical coupling within discourses on childhood between a fundamental social process, the reproduction of generational order and a fundamental social institution, human rights as codified in western modernity. The authors argue that while describing a paradoxical coexistence between intergenerational order and human rights, the semantics of children's rights maintains its unity as a cultural form because another semantic distinction, between human rights and personal rights continue to generate social meaning. It is hoped that the scholarly debate will benefit from the contribution of this article to enrich the debate around the social ontology of childhood and children's rights.

Playing outside is essential to growing up actively, socially and in good health. It is theorized that children particularly benefit from risky play situations. Opportunities for risky play, however, have declined in the last decades. Based on interviews with parents, play professionals and municipal policymakers in the Netherlands, we illustrate how environments for children's (risky) play are produced through the interplay between these three groups of stakeholders. Beliefs, attitudes and decisions of these stakeholders influence choices on risk and safety, which, in turn, become manifest in the social and physical context for play.

This article examines Japan's age of consent law by delving into court judgements, focusing on unravelling the nuances of how the sexual autonomy of children is interpreted. The study reveals a contradictory stance of the court towards child victim's maturity and capacity, indicating that the legal discourse around a child's autonomy is easily manipulated and framed. It further exposes the susceptibility of children's sexual autonomy to the structural moral values associated with patriarchal gender relations and age. By shaping the contours of consent, law draws a line—delineating punishable acts from consensual sexual activity. While the legal reforms aimed at stricter regulations surrounding child sexual abuse, including raising the age of consent, are narrowing the space for recognizing adolescents' sexual autonomy, this article contends that reforming age consent laws must strike a delicate balance between preventing potential harms and avoiding undue interference with adolescents' sexual autonomy.

Disability awareness is an issue that can inform societal understanding of marginalised groups. Contemporary literature continues to show the importance of inclusion in society and the impact inclusion has on people with disabilities and society more broadly. The importance of disability awareness is important in the context of the daily challenges faced such as discriminatory practices, stigma, stereotyping and exclusion and manifested in areas such as access to buildings, educational opportunities, and visibility in the media. Given the importance of disability awareness and the significant influence of media, especially on children today, this research investigated the inclusion of disability as one element of ‘awareness’ in one ‘made-for-children’ (2–5 years old) television programme. Drawing on a social model of disability, three key concepts of Diversity, Inclusion, and Equity were used to explore the way that disability is portrayed for early learners. Analysis of 265 episodes (2015–2021) revealed that inclusion of disability appeared in fewer than 15% of episodes and was not representative of the community broadly speaking. This lack of representation exposed the limited potential that the media currently has as an educative function for preschool children in disability awareness and understanding of disability as part of contemporary society. Including more people with disabilities in made-for-preschool children's programmes is one way to both build awareness and progressively ameliorate this position.

In 2020, after George Floyd's murder and with the mobilisation of Black Lives Matter activism, many UK institutions announced social media pledges to tackle racism. The cultural sector promised honest conversations about race, racism and whiteness and offered hope for social justice. However, not long after claims of imminent change on the part of cultural organisations, it went quiet. Conversations about race, racism and whiteness, once again, were not a priority. Rightly, young activists question the performative nature of cultural institutions expressing anti-racist commitment and social justice values. Drawing upon the experiences of museum education, engagement and activism, the key question addressed in this paper by the author and members of the Our Shared Cultural Heritage Young Collective is: How do young people understand and experience the processes of engaging in education and activism in what they perceive to be overwhelmingly white middle-class cultural institutions? The authors argue that museums can be useful, relevant and interesting to young people if museum staff actively seek to learn from them through participatory action research. The authors share some highlights, challenges and complexities of our ‘youth-led’ work in the heritage sector, in the hope that museums and galleries, as well as other arts and cultural organisations, might learn and benefit from our experiences and knowledge of young people's activism in the heritage sector.

Violence among children has been considered one of the fundamental issues inhibiting optimal child well-being and learning. Violence is widespread in Albania. Understanding the factors that affect it and the complex nature of violence itself requires looking at root social, cultural and economic factors and the normative influences on these factors. This study aimed to explore social and gender norms impacting school-related gender-based violence, and children's potential role in challenging these social norms. This article focuses on findings from research in two schools in Albania, particularly on what children and adult-supporters shared about their understanding of social and gender norms that perpetuate violence, and their recommendations for policy and practice to address them.