Philosophy with children: a rights-based approach to deliberative participation

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

In advancing children’s rights, and human rights more broadly, this article supports the view that participation through deliberation by children is desirable. Practising Philosophy with Children, through an approach such as Community of Philosophical Inquiry, is proposed as a powerful way forward as a rights-based means of supporting children to deliberate about matters affecting them in society. In considering that children are educated about, through and for rights, an example of children’s philosophical dialogue is provided to illustrate children deliberating on rights issues, and how teachers might use such dialogue to influence their teaching in this area. The suggestion is that participating in practical philosophy enables children to practise human rights behaviour as means of participating beyond consultation exercises and as an approach to facilitating their engagement with ideas and issues that are important to the promotion of rights for all.
LanguageEnglish
Pages320-334
Number of pages19
JournalInternational Journal of Childrens Rights
Volume25
Issue number2
DOIs
Publication statusPublished - 30 Jun 2017

Fingerprint

participation
human rights
practical philosophy
dialogue
children's rights
philosophy
Participation
Philosophy
deliberation
promotion
Teaching
teacher
community
Human Rights

Keywords

  • rights-based approach
  • participation
  • deliberation
  • dialogue
  • philosophy with children
  • children's voice

Cite this

@article{7e491c1e828547c8b74528bb849734fc,
title = "Philosophy with children: a rights-based approach to deliberative participation",
abstract = "In advancing children’s rights, and human rights more broadly, this article supports the view that participation through deliberation by children is desirable. Practising Philosophy with Children, through an approach such as Community of Philosophical Inquiry, is proposed as a powerful way forward as a rights-based means of supporting children to deliberate about matters affecting them in society. In considering that children are educated about, through and for rights, an example of children’s philosophical dialogue is provided to illustrate children deliberating on rights issues, and how teachers might use such dialogue to influence their teaching in this area. The suggestion is that participating in practical philosophy enables children to practise human rights behaviour as means of participating beyond consultation exercises and as an approach to facilitating their engagement with ideas and issues that are important to the promotion of rights for all.",
keywords = "rights-based approach, participation, deliberation, dialogue, philosophy with children, children's voice",
author = "Claire Cassidy",
year = "2017",
month = "6",
day = "30",
doi = "10.1163/15718182-02502003",
language = "English",
volume = "25",
pages = "320--334",
journal = "International Journal of Childrens Rights",
issn = "0927-5568",
number = "2",

}

Philosophy with children : a rights-based approach to deliberative participation. / Cassidy, Claire.

In: International Journal of Childrens Rights , Vol. 25, No. 2, 30.06.2017, p. 320-334.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Philosophy with children

T2 - International Journal of Childrens Rights

AU - Cassidy, Claire

PY - 2017/6/30

Y1 - 2017/6/30

N2 - In advancing children’s rights, and human rights more broadly, this article supports the view that participation through deliberation by children is desirable. Practising Philosophy with Children, through an approach such as Community of Philosophical Inquiry, is proposed as a powerful way forward as a rights-based means of supporting children to deliberate about matters affecting them in society. In considering that children are educated about, through and for rights, an example of children’s philosophical dialogue is provided to illustrate children deliberating on rights issues, and how teachers might use such dialogue to influence their teaching in this area. The suggestion is that participating in practical philosophy enables children to practise human rights behaviour as means of participating beyond consultation exercises and as an approach to facilitating their engagement with ideas and issues that are important to the promotion of rights for all.

AB - In advancing children’s rights, and human rights more broadly, this article supports the view that participation through deliberation by children is desirable. Practising Philosophy with Children, through an approach such as Community of Philosophical Inquiry, is proposed as a powerful way forward as a rights-based means of supporting children to deliberate about matters affecting them in society. In considering that children are educated about, through and for rights, an example of children’s philosophical dialogue is provided to illustrate children deliberating on rights issues, and how teachers might use such dialogue to influence their teaching in this area. The suggestion is that participating in practical philosophy enables children to practise human rights behaviour as means of participating beyond consultation exercises and as an approach to facilitating their engagement with ideas and issues that are important to the promotion of rights for all.

KW - rights-based approach

KW - participation

KW - deliberation

KW - dialogue

KW - philosophy with children

KW - children's voice

UR - http://booksandjournals.brillonline.com/content/journals/10.1163/15718182-02502003

U2 - 10.1163/15718182-02502003

DO - 10.1163/15718182-02502003

M3 - Article

VL - 25

SP - 320

EP - 334

JO - International Journal of Childrens Rights

JF - International Journal of Childrens Rights

SN - 0927-5568

IS - 2

ER -