Children's rights; Living rights; Translations; Interdisiciplinarity; Bottom-up approaches to human rights
(2013), Living rights, social justice, translations, 3-25.
Reconceptualizing Children’s Rights in International Development. Living Rights, Social Justice, Translations, (2013), Reconceptualizing Children’s Rights in International Development. Living Rights, Social Justice, Translations
(2013), The rise and fall of icons of 'stolen childhood' since the adoption of the UN Convention on the Rights of the Child, in Childhood
, Online version, 1.
(2012), ‘Living Rights’ ou l’enfant sujet de droits: la traduction de la compréhension de leurs droits par les enfants eux-mêmes à l’attention de la communauté internationale, 81-101.
(2012), Les paradoxes de l'institutionalisation. Un regard rétrospectif sur deux décennies de plaidoyer international pour les droits de l'enfant, in Journal du Droit des Jeunes
, 320, 30-36.
(2011), International children's rights and armed conflict, in Human Rights and International Legal Discourse
, 5(1), 40-62.
The research project aims to gain a better insight into the processes of prioritisation in children’s rights advocacy at the international level. Within these processes, it wishes to study the extent to which there is also space for taking into account children’s own conceptualisations of their rights (‘living rights’). The research hence wishes to move beyond the widely decried problem of children’s rights implementation by turning the issue on its head and foregrounding that international law does not by itself nor necessarily coincide with struggles for social justice. Rejecting the idea that international human rights law must be imposed as if it were the embodiment of justice in an evil world, the research project intends to foreground the positive aspects of children’s struggles for social justice, and explore the existing space for acknowledging children’s living rights in the translation process at the level of international organizations.The empirical part will engage with collection, treatment and cross-analysis of data concerning priorities on the international children’s rights agenda of the UN and international NGOs. The project wants to understand how particular themes have emerged, which actors have been particularly influential in pushing them on the agenda and the role of the targeted population (children, caretakers and local representatives of children’s interests) therein. Have the themes emerged in response to concerns and action from below and how have they been translated into international law and policy? Why have themes lost their appeal and been displaced by others on the agenda? Which international organisations were involved and how were the interests of the target population, of local representatives and authorities been balanced with those of global key players such as UN bodies and international NGOs?Based on findings from the first part as well as on earlier findings on refractions and children’s living rights, the theoretical part will explore available space for children’s living rights in the translation process. Very little is known about what happens during the translation process, in both its temporal and spatial dimensions, understood as the power/knowledge game involving top down and reverse translations. Two key issues in theorizations of children’s rights will be addressed. A first issue deals with how children’s conceptualisations of their rights can be translated in international legal discourse on children’s human rights; a second issue deals with spaces available for ‘giving voice’ to children’s living rights. The concept “translations” is proposed as a rallying concept for fostering the interdisciplinary dialogue between socio-legal studies, communication sciences, geography, anthropology, sociology, psychology and political sciences. The dialogue of the findings should lead to better insights of the translation processes and in particular for identifying the growing availability of taking into account ‘reverse translations’ in discourse and practice. We thereby contend that the notions ‘living rights’ and ‘translations’ have stronger explanatory power compared to the notions of ‘children’s participation’ and ‘power’ to capture children’s struggles for social justice within a globalised children’s rights discourse. This theory-developing part will in particular rely on interdisciplinary concepts of complexity, circularity and interrelations.