Empowering tomorrow: Children as capable contributors in a world where adults hold the power .
by Carmela Garcia
How crucial is it in our continuously evolving society to challenge traditional power dynamics, especially concerning children's roles? Departing from historical perspectives that cast children as passive recipients of guidance, a paradigm shift is underway. This study explores the concept of social sustainability, emphasising the critical need to acknowledge children's inherent rights to actively engage as respected individuals within diverse communities (Johansson et al., 2021).
To embrace this vision, it is essential to perceive young children not only as capable learners but also as conveyors of knowledge, values, and attitudes actively participating in social realities. This aligns with the Sustainable Development Goals (UN, 2017), acknowledging children not merely as passive recipients but as active contributors shaping a sustainable world. Corsaro's interpretative reproduction model (2018) supports this perspective, recognising children as individuals within their social framework.
In our social world, children often find themselves in a subordinate position due to the mere presence of an adult (Corsaro, 2018). Recognising and addressing these power dynamics becomes crucial for fostering a more equitable and supportive environment for children.
Acknowledging and valuing the skills, knowledge, and inquisitiveness young children possess due to their age is crucial (Erwin et al., 2022). Childhood is, therefore, viewed not as a fixed period but rather as a "permanent structural category" (Corsaro, 2018, p. 30), where children learn and contribute according to their life stage. Huang (2019) similarly sees children as both becoming and being individuals on their journey to assimilate into the society constructed by adults.
My study aims to address gaps in existing research and proposes sociodrama as a tool to aid young children in developing agency, knowledge, and skills related to social issues.
The influence of power dynamics extends beyond preschool societies to the impact that adults wield over children's rights, contributing to their subordination, especially in instances of injustice (Adami et al., 2021). Our society is characterised by structures that perpetuate a competitive environment, prioritising individual success at the expense of the common good (Yoon et al., 2019). Children, influenced by the adult world, mirror these dynamics in their play, actively shaping their own society (Fleer, 2010). Children's acceptance of unequal treatment may sometimes stem from a lack of desire for equal respect, emphasising the significant role of power dynamics and the potential dependence on adult figures for survival (Engelman et al., 2019). Yoon et al. (2019), drawing on Dumas and Nelson's insights (2016), aptly convey that children's ways of being are profoundly influenced by adults' responses and interventions in their environments.
While my research is ongoing, I am excited to present preliminary findings offering a compelling glimpse into the potential impact of sociodramatic play and discussion when exploring social issues with young children. I employed a qualitative approach, aligning with the interpretivist methodology chosen for the study.
Reimagining the role of children in a world dominated by adults involves a paradigm shift that acknowledges their agency, potential, and capacity for meaningful contributions. By fostering environments that empower children to actively participate, we pave the way for a more inclusive and innovative future where age does not limit one's ability to shape the world. I invite your engagement and insights, as your perspectives will undoubtedly enrich the depth and breadth of this study.
In closing, this presentation serves as a snapshot of an ongoing journey toward unravelling the complexities of social sustainability through the lens of sociodrama and discussion.
References
Adami, R., & Dineen, K. (2021). Discourses of childism: how COVID-19 has unveiled prejudice, discrimination, and social injustice against children in the everyday. The International Journal of Children's Rights, 29(2), 353-370.
Corsaro, W. A. (2018). The sociology of childhood. SAGE Publications.
Dumas, M. J., & Nelson, J. D. (2016). (Re)imagining Black boyhood: Toward a critical framework for educational research. Harvard Educational Review, 86(1), 27–47. Doi:10.17763/0017-8055.86.1.27.
Engelmann, J. M., & Tomasello, M. (2019). Children’s sense of fairness as equal respect. Trends in Cognitive Sciences, 23(6), 454-463
Erwin, E. J., et al. (2022). The study of belonging in early childhood education: complexities and possibilities. International Journal of Early Years Education: 1-15.
Fleer, M. (2010). Concepts in play: A cultural-historical view of early learning and development. Cambridge University Press.
Huang, J. (2019). Being and becoming: The implications of different conceptualizations of children and childhood in education. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1)
Johansson, E., & Rosell, Y. (2021). Social sustainability through children’s expressions of belonging in peer communities. Sustainability, 13(7), 3839. https://doi.org/10.3390/su13073839
United Nations Educational Scientific and Cultural Organization (UNESCO), (2017). Education for Sustainable Development Goals. Learning Objectives. Paris: UNESCO. Online at: http://unesdoc.unesco.org/images/0024/002474/247444e.
Yoon, Haeny S.; Templeton, Tran Nguyen (2019). The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World. Harvard Educational Review, 89(1), 55–84.doi:10.17763/1943-5045-89.1.55
Carmela Garcia is the Headmistress at Miss Daisy’s Chelsea and is currently in the final year of her PhD in Education at the University of Dundee.
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