Children and young people - Peter Birch MEd student at Open University, UK

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Peter Birch - ME student at the Open University UK - A simple view on some power relations between children and adults

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Children and young people - Peter Birch MEd student at Open University, UK

  1. 1. Children and young people Some simple ideas on power relations between them and the world Part 1Peter Birch, MEd Student, Open University UK, p.e.birch@gmail.com
  2. 2. First of all, what are we talking about? orwho are we talking about?
  3. 3. That’s easy...
  4. 4. We are talking about this
  5. 5. Now... thisCan be...
  6. 6. This,
  7. 7. ...these,
  8. 8. or even these...
  9. 9. But anyway, we are talking about
  10. 10. UsuallyComes with
  11. 11. So who is
  12. 12. That’s easy, too is
  13. 13. Actually is the two tall ones
  14. 14. Because to beYou need one (or more)
  15. 15. By the way, in some countries can have different configurations such as... But this is a different story, isn’t it?
  16. 16. Well... configurations of are decided by
  17. 17. So ifHas something to do withThen maybeHas something to do with
  18. 18. But who is
  19. 19. Different people say different things
  20. 20. Some look at the structure and roles
  21. 21. Some look at values
  22. 22. Some look at the nature
  23. 23. Some sustain it And others contest it
  24. 24. But most would agree thatHas more power than
  25. 25. Or maybe not...
  26. 26. Anyway, we’ve got
  27. 27. Or better
  28. 28. Well... there are at least a couple missing
  29. 29. and
  30. 30. yes is
  31. 31. and
  32. 32. * is* and many more
  33. 33. So we have
  34. 34. HELP!
  35. 35. Now, let’s leave power relations aside for amoment and discuss value relations
  36. 36. Thinks thatis physically and mentally immature and needs special safeguards and care, including appropriate legal protection, before as well as after birth (UNCRC, preamble)
  37. 37. also thinks that as the fundamental group of society and the natural environment for the growth and well-being of all itsmembers and particularly children, should be affordedthe necessary protection and assistance so that it canfully assume its responsibilities within the community (UNCRC, preamble)
  38. 38. so thinks that Needs protection, provision, participation (and prevention?) should be helped to take and that its responsibilities*!* Because for the full and harmonious development of his or her personality, [the child]should grow up in a family environment, in an atmosphere of happiness, love andunderstanding. UNCRC, preamble
  39. 39. So, many Met and signed the UNCRCWhich tells all What to do with all Knowing that is responsible!
  40. 40. Isn’t that great!
  41. 41. ...
  42. 42. Ok, clear for protection and provision although one might argue that some and are not really champions in thisor have their ways of understanding protection and provision
  43. 43. But what about participation?
  44. 44. First of all not all are concerned by the UNCRC Only those under 18
  45. 45. So these are likely to be out!
  46. 46. One day in and next day out?
  47. 47. ... and what about if doesn’t agree with and wants to change the UNCRC?
  48. 48. Easy! Needs to become and propose an amendment to the United Nations** Article 50, 51 and 52 UNCRC
  49. 49. but cannot become because cannot voteor be represented by other
  50. 50. So the only way is that convincesto convince that the UNCRC should be changed
  51. 51. poor ! Always responsible!
  52. 52. Well there is another way Waits to becomeand then convinces that the UNCRC should be changed
  53. 53. But anyway... with the responsible help of Will ensure thatis brought up in the spirit of peace, dignity,tolerance, freedom, equality and solidarity (UNRCR, preamble)
  54. 54. I know what you are thinking!... some and some would do with some training in this issue of dignity, freedom, etc.
  55. 55. But that’s a different story.
  56. 56. Isn’t it?
  57. 57. Well, the truth is thatdoesn’t always agree withor withSometimes doesn’t agree with neither of them
  58. 58. Doesnt agree?!All this provision, and protection, and participation (and prevention?)! Uhmm...
  59. 59. Examples?
  60. 60. andtogether for the cultural, revolutionary renovation of ** Adults in general Cuban literacy campaign
  61. 61. andfor the change and renewal of Iran, South Africa
  62. 62. against Palestine
  63. 63. against Iran-Iraq war
  64. 64. But alsoagainst and intergenerational
  65. 65. and sometimes againstIn the struggle against or intragenerational
  66. 66. So ifParticipates in all this, is it really physically and mentally immature?
  67. 67. What do you think?
  68. 68. And what is maturity anyway? Piaget?... Vigotsky? ...to be continuedPeter Birch, MEd Student, Open University UK, p.e.birch@gmail.com

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