From injustice to justice: participation of marginalised children in achieving the Sustainable Development Goals
How well the Sustainable Development Goals (SDGs) are achieved will greatly influence the lives of today’s children and decisively shape the rest of the twenty-first century. Yet, children were largely excluded from opportunities to influence the selection of SDGs and their associated targets and in...
| VerfasserInnen: | ; ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge, Taylor & Francis Group
[2019]
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| In: |
Journal of global ethics
Jahr: 2019, Band: 15, Heft: 3, Seiten: 382-403 |
| weitere Schlagwörter: | B
Justice
B Children B Social Accountability B Sustainable Development Goals B Child participation B child rights |
| Online Zugang: |
Volltext (Resolving-System) |
| Zusammenfassung: | How well the Sustainable Development Goals (SDGs) are achieved will greatly influence the lives of today’s children and decisively shape the rest of the twenty-first century. Yet, children were largely excluded from opportunities to influence the selection of SDGs and their associated targets and indicators, and major barriers to meaningful child engagement remain. However, child-focused agencies have found that when children are intentionally enabled to participate in seeking accountability, they can influence their families, communities and governments to value their contributions and increase their well-being. In furthering its strategy of building brighter futures for children, World Vision implements Citizen Voice and Action (CV&A), a strategic social accountability approach, into communities where children are severely impoverished. Drawing on empirical evidence from children’s CV&A experiences, this paper enquires into the circumstances under which children are empowered to seek accountability for SDGs. This article identifies shared processes which they and others use to strengthen children’s participation in seeking social justice through social accountability. This paper argues that children possess under-recognised research capabilities to think and reflect systemically, critique, understand, and pursue socially just and equitable outcomes conducive to the SDGs, which under the right circumstances, can influence practices, policies, laws and systems. |
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| ISSN: | 1744-9634 |
| Enthält: | Enthalten in: Journal of global ethics
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| Persistent identifiers: | DOI: 10.1080/17449626.2019.1690552 |