Toward a Culture of Dignity

Protecting Children Online? ◽

10.7551/mitpress/9780262037099.003.0009 ◽

2018 ◽

pp. 193-198

Author(s):

Tijana Milosevic

Keyword(s):

Human Rights ◽

Child Protection ◽

Policy Development ◽

Cultural Context ◽

Policy Framework ◽

Full Spectrum ◽

Children's Development ◽

Digital Spaces ◽

Children’S Development

This chapter functions as a conclusion to the results presented in the book by applying the dignity framework to the findings, and placing the policy in the context of broader social and cultural context –showing how bullying is a form of humiliation and dignity deprivation that is by no means unique to youth. This less discussed aspect of the issue is nonetheless of key relevance to policy development. A policy framework that balances the need for child protection with child participation and empowerment, is proposed, thus honoring the full spectrum of children’s human rights. The proposed lens through which the issue can be approached is not so much about “protecting children from what happens on the platforms” but rather about finding a way to protect the vulnerable while ensuring participation in digital spaces that is necessary for children’s development.

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To their Fullest Potential?

The International Journal of Children s Rights ◽

10.1163/15718182-02203005 ◽

2014 ◽

Vol 22 (3) ◽

pp. 618-640 ◽

Cited By ~ 3

Author(s):

Gerry Redmond

Keyword(s):

Human Rights ◽

The State ◽

Standard Of Living ◽

Children's Education ◽

Rights Of The Child ◽

Children’S Education ◽

Rights Issue ◽

Children's Development ◽

Children’S Development

In this paper a framework is proposed for conceptualising ‘fullest potential’ towards which, according to the Convention on the Rights of the Child (crc), children’s education should be directed (Article 29). Children’s development to their fullest potential is linked explicitly to their right to a standard of living adequate for their development (Article 27). The paper argues that focus on ‘fullest potential’ as a human rights issue exposes a tension between the rights of children, the obligations of parents to their children and the obligations of the state to support all children’s development.

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Out-of-home Child Care Research: A Cultural Perspective

International Journal of Behavioral Development ◽

10.1080/016502599383928 ◽

1999 ◽

Vol 23 (2) ◽

pp. 477-518 ◽

Cited By ~ 32

Author(s):

Miriam K. Rosenthal

Keyword(s):

Child Care ◽

Cultural Context ◽

World View ◽

Cultural Beliefs ◽

Cultural Perspective ◽

Care Research ◽

Basic Assumptions ◽

Children's Development ◽

The Relationship ◽

Children’S Development

This paper analyses the cultural context of inquiry and research into the effects of out-of-home child care on children’s development. In particular, it attempts to show how the study of such child care has been shaped by a Western world view in which white, middle class values and social ideology are particularly salient. The effects of this cultural context can be seen in the basic assumptions of studies on out-of-home child care, in the questions these studies pose for investigation, and in the motivation of the investigators engaged in this line of research. These in turn determine the research designs, the units of analysis for the examination of children’s functioning and of the child care environment, the operational definitions of variables, and the statistical procedures employed in many of these studies. The analysis begins by examining cultural variations in societal attitudes to out-of-home child care as a function of cultural context and basic assumptions concerning childhood, development, and the role ascribed to the family and the community at large in children’s development. The paper then proceeds to examine the relationship between cultural context and its valued developmental goals and the developmental outcomes studied in child care research. The relationships between goals set for child care, cultural beliefs concerning child-rearing practices, the definition of “quality of care” and the study of the relationship of home and child care, in child care research, are also examined. It then explores the major research questions and methodology concerning the effect of child care on development in the Anglo-American child care research tradition. The paper concludes with a discussion of implications for culturally sensitive routes to studying child care.

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