Peter Birch - ME student at the Open University UK - A simple view on some power relations between children and adults

1. Children and young people
Some simple ideas on power relations
between them and the world
Part 1
Peter Birch, MEd Student, Open University UK, p.e.birch@gmail.com

2. First of all,
what are we talking
about?
or
who are we talking about?

3. That’s easy...

4. We are talking about this

5. Now... this
Can be...

6. This,

7. ...these,

8. or even these...

10. But anyway, we are talking
about

11. Usually
Comes with

12. So who is

13. That’s easy, too
is

15. Actually is
the two tall ones

16. Because to be
You need one (or more)

17. By the way, in some countries
can have different
configurations such as...
But this is a
different
story, isn’t it?

18. Well... configurations of
are decided by

19. So if
Has something to do with
Then maybe
Has something to do with

20. But who is

21. Different people say
different things

22. Some look at the structure and roles

23. Some look at values

24. Some look at the nature

25. Some sustain it
And others contest it

26. But most would agree that
Has more power than

27. Or maybe not...

28. Anyway, we’ve got

29. Or better

30. Well... there are at least a
couple missing

31. and

32. yes is

33. and

34. *
is
* and many more

35. So we have

36. HELP!

37. Now, let’s leave power
relations aside for a
moment and discuss value
relations

38. Thinks that
is physically and mentally immature and needs special
safeguards and care, including appropriate legal
protection, before as well as after birth
(UNCRC, preamble)

39. also thinks
that
as the fundamental group of society and the natural
environment for the growth and well-being of all its
members and particularly children, should be afforded
the necessary protection and assistance so that it can
fully assume its responsibilities within the community
(UNCRC, preamble)

40. so thinks that
Needs protection, provision,
participation (and prevention?)
should be helped to take
and that its responsibilities*!
* Because for the full and harmonious development of his or her personality, [the child]
should grow up in a family environment, in an atmosphere of happiness, love and
understanding. UNCRC, preamble

41. So, many
Met and signed the UNCRC
Which tells all
What to do with all
Knowing that is responsible!

42. Isn’t that great!

43. ...

44. Ok, clear for protection
and provision
although one might
argue that some
and
are not really
champions in this
or have their ways of understanding protection and provision

45. But what about participation?

46. First of all not all
are concerned by the UNCRC
Only those under 18

47. So these are likely to be
out!

48. One day in and next day out?

49. ... and what about if
doesn’t agree with
and wants to change the UNCRC?

50. Easy!
Needs to become
and propose an amendment
to the United Nations*
* Article 50, 51 and 52 UNCRC

51. but
cannot become
because cannot vote
or be represented by other

52. So the only way is that
convinces
to convince that the UNCRC
should be changed

53. poor !
Always responsible!

54. Well there is another way
Waits to become
and then convinces that the UNCRC
should be changed

55. But anyway...
with the responsible help of
Will ensure that
is brought up in the spirit of peace, dignity,
tolerance, freedom, equality and solidarity
(UNRCR, preamble)

56. I know what you are thinking!
... some and some
would do with some training in
this issue of dignity, freedom, etc.

57. But that’s a different story.

58. Isn’t it?

59. Well, the truth is that
doesn’t always agree with
or with
Sometimes doesn’t agree with
neither of them

60. Doesn't agree?!
All this provision, and
protection, and
participation (and
prevention?)!
Uhmm...

61. Examples?

62. and
together for the cultural, revolutionary
renovation of
*
* Adults in general
Cuban literacy campaign

63. and
for the change and renewal of
Iran, South Africa

64. against
Palestine

65. against
Iran-Iraq war

66. But also
against and
intergenerational

67. and sometimes
against
In the struggle against or
intragenerational

68. So if
Participates in all this, is it really
physically and mentally immature?

69. What do you think?

70. And what is maturity anyway?
Piaget?... Vigotsky?
...to be continued
Peter Birch, MEd Student, Open University UK, p.e.birch@gmail.com