Activism in Their Own Right: Children's Perspectives on Social Justice, Civic Action, and Advocacy

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-2 - Foregrounding Children's Views and Voices in Critical Times

Abstract

Objectives and Purpose
Throughout history, there have been powerful displays of agency and activism of children/youth. For example, The Children’s Crusade in Birmingham, Alabama in 1963 was a pivotal moment in the Civil Rights movement in the United States. It was during this time adults witnessed the power of youth participation and activism in influencing change. Despite the significance of their participation, their contributions have been diminished or forgotten in history.

In recent years, the U.S. has seen a greater number of people showing increased concern or responsibility in confronting socio-political injustices. We became interested in exploring children’s participation in protests, demonstrations, and other forms of social action after seeing many younger people at marches and demonstrations following the presidential election in 2016. As such, we are studying children’s perspectives on social justice, advocacy, and activism. We examine how children view themselves as social agents; and how they are co-constructing opportunities to make a difference in their local contexts.

Methods and Data Sources
We carried out an exploratory study to learn about younger people's understandings of children's rights and advocacy. Researchers worked with a small group of children in the exploration of children's rights and advocacy as noted above. Focus groups were established in elementary schools in New York and Pennsylvania with children ages 6-12 of mixed gender.

Theoretical Framework
This project is grounded in the United Nations Convention on the Rights of the Child (UNCRC). More specifically, our work is around Articles 12 and 13 of the UNCRC
•the right to express their views on all matters affecting them and for their views to be taken seriously (Article 12)
•the right to freedom of expression, including freedom to seek, receive and impart information and ideas of all kinds through any media they choose (Article 13).

We also apply Lundy’s (2007) conceptualization of voice to give deeper meaning to children’s engagement in social action.

Results
Findings from this study shed light on the ways children view themselves as change agents and offer perspective on how their rights to participation are actualized within the context of their family, cultural, and social lives. Our work shows that children care about a range of social justice issues and seek openings and opportunities (Shier, 2001) to influence change.

Scholarly Significance
As different forms of social action continue to transpire, questions emerge about how to include younger people in advocacy and activism. Moreover, it is not unusual for adults to question children’s abilities to understand complex social issues such as racism, xenophobia, sexism, or other forms of prejudice. This study counters dominant conceptions of children as inexperienced, less capable, and inferior because of their young age. By privileging the views and voices of children, we can better understand their concerns about their social worlds, and the ways in which they try to make a difference. Our intention is to help transform adults’ thinking so they are more aware of the ways in which children are advocates and activists and contribute to work around social justice.

Authors

• Lacey Elizabeth Peters, Hunter College - CUNY

• Beth Powers, Millersville University of Pennsylvania