Vaiko teisės ir politika: socialinių edukacinių rekonstrukcijų kontekstai ; Chidren's Rights and Policy: the Contexts of Social-Educational Reconstructions

Zina

Sujets

• Educology

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• Publié par: siauliai_university
• Publié le: 01 janvier 2006
• Nombre de lectures: 38
• Langue: English

Extrait

ŠIAULIAI UNIVERSITY









Dalė Kabašinskaitė






CHILD’S RIGHTS AND POLICY: THE CONTEXTS OF
SOCIAL- EDUCATIONAL RECONSTRUCTIONS
















Doctoral dissertation

Social Science, Education (07 S)


Šiauliai, 2006
1

Doctoral dissertation was prepared 2001 09-2002 06 and 1999 02- 1999 05 at Gotheborg University,
The dissertation was supported by the Swedish Institute and Lietuvių Tautos fondas.




Academic supervisor:

assoc. prof. dr. Maren Bak (Gotheborg University, Social Science, Social Work and Sociology – 05),
2001 09-2002 06 and 1999 02- 1999 05

Academic advisor:
prof. habil. dr. Audronė Juodaitytė (Šiauliai University, social science, educology – 07)

































2 Acknowledgments

During my work on this study, many people supported me in one way or another by
giving me an academic advice or just a little smile or serving with a cup of coffee.
Many friends and colleagues will not be named here but will know that their support
has meant a lot. I wish to express my words of gratitude to the following persons, in
particular:
Maren Bak, Ph.D. Assoc. Prof. (Department of Social Work, Gotheborg
University) - for her devout my work’s supervision during the whole process of
writing. This thesis would not have been possible without her academic competence
and personal commitment. She has always seemed to be there when I needed support
and was not only an academic supervisor but a friend as well. I was happy to work
with her and also to have dinner at her home, enjoy her garden and have a little rest.
Audronė Juodaitytė, Prof. Habil. Dr. (Research Centre of Educational
Science, Šiauliai University) - for her consultations to strengthen the socio-
educational perspective in my dissertation; support, understanding and provision of a
floor for defence of the dissertation at Šiauliai University.
Ilse Hakvoort, Ph.D. (Department of Education, Gotheborg University) - for
reading and commenting on earlier drafts of the manuscript, for helping with
translations from Swedish and for being a companion during walks in the parks of
Gotheborg.
Kristina Bartley, Ph.D. (Department of Sociology, Gotheborg University) -
for the consultations how to apply her model of analysis in my dissertation.
Solveig Hägglund, Ph.D. Prof. (Department of Education, Gotheborg
University) - for the seminars on children's rights and discussions on my dissertation.
Marie-Louise Sandén, Ph.D. Prof. (Deptment of Behavioural Sciences,
Linköping University) for discussions and comments on some chapters of the
dissertation.
The colleagues and friends Arnas Zdanevičius, Ph.D., Jolanta Reingardienė,
Ph.D. and Irmina Matonytė, Ph.D. - for discussions and comments on some chapters
of the dissertation.
I would like to say the special word of gratitude to the Swedish Institute,
which has funded my studies at Gotheborg University and made it possible to produce
the dissertation and meet all the people who supported my work.
3 Gotheborg University - for a supportive academic atmosphere and provision of
excellent conditions to do my work: library resources, a room and a computer.
Lietuvių Tautos fondas - for covering a part of expenses of the dissertation’s
defence.
The members of the Family and Child Commission at the Parliament of
Lithuania, who despite their overcrowded schedule have found time for the
interviews.
Indrė Butautytė - for correcting English in the manuscript, for her hospitality
and for all days spent at her home.
Birute Kabašinskienė - for editing the summary of my dissertation.
Dalija Snieškienė, Ph.D. and Snieguolė Povilaikaitė - for inviting me to work
at their computers at their places.
Finally, I would like to thank my friend Philippe, who was with me during the
happy hours and minutes of disappointment and who always was writing me letters of
encouragement. I thank my sister Rita for her understanding and listening to me and
my nephews Martynas and Ignas who sacrificed a lot by not to listening to a loud
music during my working hours.

Dalė Kabašinskaitė
June 2006




















4 CONTENT


Introduction 5

1. SOCIAL-EDUCATIONAL THEORIES OF THE RIGHTS OF THE CHILD AND SOCIAL 14
POLICY, AND METHODS

1.1. Childhood, Child’s Rights and Policy 14
1.1.1. Understanding of Childhood in a Historical Perspective 15
1.1.2. Social-Educational Context of Traditional Theories in a Paradigm: Child as 18
Future Adult
1.1.3. The new Paradigm: Childhood as a Social-Educational Construction 20
1.1.4. Construction of a Child as an Individual: the Perspective of the Rights of the 2 7
Child
1.1.5. Construction of Children's Policy in the Context of Child Protection, 30
Provision and Participation

1.2. Social Policy, Welfare State and Welfare Regimes as a Background for Social- 36
Educational Reconstruction
1.2.1 Social Policy of the Socialist System 39
1.2.2 Typology of Welfare States According to Welfare Regimes 41
1.2.3 Typology of Post-communist Countries 47
1.2.4 Research on Children's Policy 49

1.3. Social-Educational Research Methods of Children’s Policy 52
1.3.1. Framework of Lithuanian Children’s Policy Analyses 52
1.3.2. Research Methodology 54
1.3.3. Research Methods 60

60 2. SOCIAL-EDUCATIONAL UNDERSTANDING OF CHILD’S RIGHTS
AND SITUATION OF THE IMPLEMENTATION OF THE CONVENTION
ON THE RIGHTS OF THE CHILD IN LITHUANIA AND OTHER
COUNTRIES (COMPARATIVE ANALYSIS)

2.1. The Social-Educational Understanding and Conventionality of the Rights of the 60
Child
2.1.1. The UN Convention on the Rights of the Child 60
2.1.2. Lithuania and the Convention 62
2.1.3. Lithuania and the six OECD Countries 67

2.2. Social-Educational Context of Child Protection 70
2.2.1. The Right of the Child to Physical and Mental Integrity 70
2.2.2. The Right of the Child to Parental Upbringing 75
2.2.3. The Right of the Child to Suitable Alternative Care 78
2.2.4. Child Protection and Welfare Regimes 84

2.3. Social-Educational Context of Child Provision 88
2.3.1. The Right of the Child to Acceptable Standard of Living 88
2.3.2. The Right of the Child to Day Care 94
2.3.3. The Right of the Child to Both Parents 99
2.3.4. Child Provision and Welfare Regimes 103

2.4. Social-Educational Context of Child Participation 107
2.4.1. The Right of the Child to Participate in the Family Life 107
5 2.4.2. The Right of the Child to Participate in the Society 112
2.4.3. Child Participation and the Welfare Regimes 113

2.5 Children's Policy from the Politicians Point of View 115
2.5.1. Children's Issues as Political Priority 116
2.5.2. Child Protection 119
2.5.3. Child Provision 120
2.5.4. Child Participation 121
2.5.5. The Politicians' Point of View and the Convention on the Rights of the Child 128

CONCLUSIONS 130
DISCUSSION 133

References 136

Appendices 143
A. The List of the Laws
B. The UN Convention on the Rights of the Child
C. Interviews





























6 Introduction

Background and relevance of the subject. The 1989 UN Convention on the Rights of
the Child (CRC) has added new contexts of understanding of childhood not only at
micro but at macro level as well. The knowledge which construct understanding about
children as subjects of rights and citizens of welfare state has also become more
urgent and necessary both for professionals involved in direct work with children:
pedagogues, educators, social workers, psychologist, and politicians who make
decisions about delivery of societal resources for children. According to Verhellen
(2000:18) “educators traditionally target their work mainly at the micro
level…However, it is history itself which teaches us that this sort of work always has
to be carried out in the knowledge that our relationships with children has its roots not
so much at the individual but at the structural level. Because of the lessons taught to
us by history, educators should urgently and intensely start tackling this level”.
The CRC provides both the framework and the obligation for action to
promote the rights of children and to develop children's policy. The CRC highlights <