Binding Gestures: a customary norm regarding the UN Convention on the Rights of the Child?

ABSTRACT

In March of 2017, officials with the U.S. Department of Homeland Security publicly acknowledged a proposed policy of forced separation of unauthorized migrant children from their parents. Conceived as a deterrent to other families that might yet contemplate crossing the U.S. southern border, the proposal sought to formalize and expand on similar practices of deterrence already implemented on a more ad hoc basis. By way of a brief examination of the internal logics and implications of deterrence thinking in this context and more broadly, fundamental incompatibilities with the United Nations Convention on the Rights of the Child are revealed. Although the U.S. has not ratified the Convention, I argue that it is nonetheless beholden to a robust and binding customary norm of international law obliging all states to respect its key provisions, including rights that would prohibit the separation of children from their parents as a preemptive measure to deter unauthorized migration.     

Children’s participation in research on sensitive topics: addressing concerns of decision-makers

ABSTRACT

Although there is general agreement about children’s engagement in social research, some researchers continue to experience challenges when seeking approval and support for children’s participation from a range of adult stakeholders, particularly when the research involves a sensitive topic. These challenges may reflect different perspectives, conflicting interests, needs or expectations. This paper explores factors that influence the decision-making of key stakeholder groups, including Human Research Ethics Committees, parents and organisational representatives. Building on the kind of objective, rational reasoning that underpins much ethical decision-making, the findings, from interviews with 42 participants across stakeholder groups, draw attention to influential issues grounded in perceptions of: the institution and researcher undertaking the research; the project itself; children’s characteristics and contexts. Collectively, such issues point to the critically important role of mutually respectful relationships between researchers and stakeholders as the basis for designing and implementing ethical research that gives close attention to stakeholder concerns.     

They say ‘kids with asthma don’t play sports’: geographies of asthma

ABSTRACT

Asthma is common among children worldwide. Although complex, physical activity participation is important in asthma management, to decrease chronic disease risk, and to facilitate healthy lifestyles for children. Team sport participation is a common way for children to engage in physical activity, but the spaces in which team sport is experienced can present social, physical and emotional challenges for children with asthma. This research aims to understand elements of the environment, broadly defined, that impact experiences of asthma in sport. In-depth interviews were conducted with youth team sport athletes (n?=?11) diagnosed with asthma, and youth team sport coaches (n?=?18) in Ontario, Canada. Results suggest that understanding the physical and social needs of child and youth athletes, and ensuring well-controlled asthma, are critical to maximizing performance and improving quality of life for asthmatic athletes.     

“Boys indifferent to the manly sports of their race”: nationalism and children’s sport in Ireland, 1880–1920

ABSTRACT

The late nineteenth century saw Irish children being exposed to formal sport in an unprecedented fashion. This era coincided with Ireland’s so-called Gaelic Revival and the emergence of a virulent nationalism that helped fuel the Irish Revolutionary period which followed. Yet little research has been conducted on how nationalists used sport in their efforts to entice children into their campaigns for Ireland’s cultural and political independence. This study examines the part which sport, particularly Gaelic games, played in attempts to inspire devotion to the ideal of an Irish-Ireland among the nation’s children. It explores the efforts to promote native sports as the games of choice for children across the school grounds and playing fields of Ireland and the influence of nationalist media propaganda in this endeavour. Finally, it considers the role of sport in the training and physical culture of an array of Irish youth movements which arose at this time.     

‘It’s fun in the legs’: children’s dwelling in garden trampolines

ABSTRACT

Physical activity is critical for children’s current and future health status. Understanding how children’s everyday outdoor environments encourage movement could help progress the health-environment debate. In response to this, and adopting a theoretical focus upon dwelling, skills and the haptic engagement, this qualitative case study explores 25 Danish 10–11-year-old children’s everyday use of garden trampolines. Three principal methods of data generation were employed in the fieldwork: photo-elicited interviews, group interviews and participant observation at children’s important outdoor places. Findings suggest that garden trampolines are important everyday outdoor places for children that – among other things – can spark a vigorous physical movement in abundantly meaningful and joyful ways. Further, findings indicate that trampolines are places of inexhaustible movement opportunities, which operate through haptic sensations, feelings of skilfulness and attunement, expansions of the range of motions available to the body, and interactions between children. Implications for future research and design are highlighted.     

Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

ABSTRACT

Insights into children’s perceptions of their changing recess geographies are absent. The current paper provides qualitative evidence from 5 renewed schoolyards by investigating children’s perceptions of their new schoolyards. Ten focus groups (2 at each school) including go-along interviews were conducted, in total 57 4 to 8 graders (28 girls). The functional aspects of the altered child–environment relationship were assessed using Gibson’s concept of affordance, and changes in the meanings ascribed to the schoolyards by the children were studied by engaging a concept of place. Our findings reveal that schoolyards offering multiple potential affordances for physical activity seem more likely to engage a broader group of children in recess physical activity. The analysis, however, could point to a difference between places designed for children’s play and places where children actually play. To optimise actualisation of the potential affordances for recess physical activity, involving children throughout intervention planning and decision-making is crucial.     

The only way is ethics? Applying for National Health Service ethical approval and governance for research with children

ABSTRACT

In this Viewpoints piece, we reflect on the process of applying for National Health Service (NHS) ethical approval and governance for research with children in England. We present a case study of our experiences of navigating the Integrated Research Application System (IRAS) for one study, The Hair Study. We argue that, for children’s geographers, getting to grips with the complex processes of applying for NHS ethical approval and governance is important when considering the move towards interdisciplinary working, and engagement with children in underexplored spaces and places, such as: doctors surgeries; hospitals; dentists; and other services commissioned by the NHS.     

‘That street is taking us to home’: young children’s photographs of public spaces

ABSTRACT

Children’s identities constitute and are constituted by the everyday spaces they inhabit. Though there are innumerable accounts of what adults think public spaces like subways and city streets mean to children, fewer recorded accounts exist from young children themselves (Faulkner and Zolkos 2016, “Introduction.” In Critical Childhood Studies and the Practice of Interdisciplinarity, ix–xvii. Lexington: Lanham.). In this work I explored 2- – 5-year-old children’s conceptions of public space through the photographs they took and the narratives they told in and around those images. I focused on how children imaged their spaces, how their narrative fragments added layers of story to the images’ contents, and how their photographic performances acted as ‘visual voice’ (Burke 2005, “‘Play in Focus’: Children Researching Their Own Spaces and Places for Play.” Children Youth and Environments 15 (1): 27–53.), highlighting for us how they see themselves and their positions within the larger urban environment. The young children’s photographs depicted their growing autonomy and mobility within an urban context, attunements to non-human forms of the city, and knowledge of what it means to live in their communities.     

Participatory work with young children: the trouble and transformation of age-based hierarchies

ABSTRACT

This paper explores the ways that participatory work with young children was actually lived in practice, in one early childhood setting. Drawing on an ethnographic study, the paper argues that disruption of age-based hierarchy was key for making space and time for young children’s meaningful participation. Practitioners held a strong, nuanced view of young children’s ‘richness’, rather than defining young children in terms of what they lack. The finished state of adulthood was troubled, with adults seen as fellow ‘emergent becomings’, in the process of learning alongside children. However, despite conscious efforts to deconstruct age-based hierarchy, age and life experience remained troublesome concepts at the nursery. The paper examines tensions and limitations in how far adults were willing to cede control to young children, focusing on the example of care routines. The paper contends that participatory work with children must itself be maintained as a space for inquiry and reflection.