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Childhood and Citizenship

The viewpoint of the 21st Century

Datos Bibliográficos

ID4197816
AutoresT Cockburn (0000-0002-4705-0633, Edge Hill University, autor de correspondencia)
Año2020
Volumen27
Número2
Páginas297-312
Fecha de publicación2020-07-27
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaRevista Espaço Pedagógico (JOURNAL)
Identificadores de la revistaISSN: 0104-7469 • E-ISSN: 2238-0302
EditorialUPF Editora (PUBLISHER)
DOI10.5335/rep.v27i2.11423
OpenAlexW3047342777
IdiomaEN
Citas recibidas1
Referencias citadas17

The latter part of the Twentieth Century saw an increasing recognition of children's claims to citizenship. Significant inroads were made towards children's rights, placed onto the global agenda by the United Nations Convention of the Rights of the Child (UNCRC) in 1989. The academic field in childhood studies responded to this social movement (Cockburn, 2013; Warming, 2011) by problematising conventional models of citizenship into one that would be fit for purpose to apply to children. This article will outline the key features of childhood studies' approach to children's citizenship in the twentieth century. It will then provide a short commentary on the developments this century. Finally, it will identify the themes that are likely to be pertinent now and the near future

Citizenship · Convention · Convention on the Rights of the Child · Developmental psychology · Early childhood · Field (mathematics) · Human rights · Political science · Politics · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Law · Psychology · Religious Education and Schools

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Obras citantes distintas1
Citas por año0,2
Intervalo de citas2021 - 2021 (1)
Velocidad de citaciónhistorical
Altamente citadoNo
Tipos de citaNeutras: 1
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