Why care? : children's rights and child poverty / W. Vandenhole, J. Vranken, and K. De Boyser (eds.).
2010
HV749 .W59 2010 (Map It)
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Details
Title
Why care? : children's rights and child poverty / W. Vandenhole, J. Vranken, and K. De Boyser (eds.).
Published
Antwerp ; Portland, OR : Intersentia, [2010]
Copyright
©2010
Call Number
HV749 .W59 2010
ISBN
9789400000254
9400000251
9400000251
Description
xi, 197 pages : illustrations ; 24 cm
System Control No.
(OCoLC)644653224
Bibliography, etc. Note
Includes bibliographical references.
Record Appears in
Table of Contents
Foreword
v
1.
Introduction: why a book on children's rights and childhood poverty? / Katrien De Boyser
1
1.
Human rights and socio-economic research on poverty
1
2.
The EU, childhood poverty and children's rights
3
2.1.
Attention for childhood poverty
3
2.2.
...and for children's rights
4
2.3.
2010: a new momentum for addressing childhood poverty?
5
3.
The encounter between children's rights and poverty approaches
6
4.
Overview of chapters
9
References
14
2.
A children's rights perspective on poverty / Wouter Vandenhole
15
Introduction
15
1.
Children's rights
16
1.1.
Children's rights as human rights
16
1.2.
Images of children and childhood in the CRC
19
2.
Children's rights and poverty
20
2.1.
Human rights and poverty-Is poverty a violation of human rights?
20
2.1.1.
A right to protection against poverty
21
2.1.2.
Human rights-based approaches to poverty
23
2.2.
The CRC and the Committee on the Rights of the Child and poverty
26
2.3.
Are children's rights biased against the poor?
28
3.
Some tentative conclusions with potential policy relevance
29
References
30
3.
Child poverty, social exclusion and children's rights: a view from the sociology of childhood / Virginia Morrow
33
Introduction
33
1.
The sociology of childhood
34
2.
Child poverty
36
3.
The UN CRC and child poverty
38
4.
Social exclusion and human capabilities approaches: linking to the UN CRC
40
5.
Social exclusion (and social capital)
44
6.
Children's participation
48
7.
Conclusion
50
Acknowledgements
51
References
51
4.
Child poverty, children's rights and participation: a perspective from social work / Maria Bouverne-De Bie
57
Introduction
57
1.
In the name of participation
58
2.
Participation as an instrument
60
3.
Participation as a point of departure
63
4.
Conclusion
65
References
66
5.
Children in public care in England: well-being, poverty and rights / Gwyther Rees
71
Introduction
71
1.
Child well-being
72
1.1.
The well-being of children in public care
74
2.
Child poverty and well-being
75
2.1.
Well-being and poverty for children in public care
76
3.
The rights of children in and on the edge of public care
79
3.1.
Children's rights in England
79
3.2.
English child care policy: balancing the rights of children and parents
81
3.3.
Protection
83
3.4.
Non-discrimination
84
3.5.
Participation in decision-making
85
4.
Conclusion: well-being, poverty and rights
86
References
87
6.
̀Poverty, like beauty, lies in the eye of the beholder'? / Jan Vranken
91
Introduction
91
1.
What UNICEF says
92
2.
Different perspectives
94
3.
Different poverty models in the social sciences
95
3.1.
Economic welfare: from a one-dimensional to a multidimensional conceptualisation
95
3.2.
The capabilities approach
99
3.3.
Poverty as a form of social exclusion
100
4.
Is there a culture of poverty?
102
5.
From a static to a dynamic (life course) perspective
104
6.
The importance of networks
106
7.
Between the social and the spatial: does social cohesion imply social exclusion?
107
8.
Is this a relevant framework for understanding child poverty?
108
References
110
7.
Child poverty - What's in a word? / Keetie Roelen
113
Introduction
113
1.
The concept of child poverty - theoretical considerations
115
1.1.
Universal versus context-specific
116
1.2.
Well-being versus well-becoming
117
1.3.
Age matters
119
2.
The concept of child poverty - empirical implications
120
2.1.
Universal versus context-specific
120
2.2.
Well-being versus well-becoming
122
2.3.
Age matters
124
3.
Conclusion
126
References
128
8.
Escaping poverty with your children: the role of labour market activation, education, and social capital investments / Ides Nicaise
131
Introduction
131
1.
Theoretical perspective
132
2.
Data
135
3.
Method
137
3.1.
The model estimation
137
3.2.
The simulation model
138
3.3.
Adding children to the picture
139
4.
Results
139
4.1.
Poverty outflow, education, social capital and employment
139
4.2.
The potential impact of policy measures
141
5.
Discussion
141
5.1.
Poverty dynamics, education, social capital and employment
142
5.2.
The impact of general anti-poverty measures on the persistence of child poverty
142
6.
Conclusion
143
Annex 1
144
Annex 2
145
Annex 3
147
References
150
9.
Early childhood poverty in the EU: making a case for action / Katrien De Boyser
153
1.
Childhood poverty as a social research and policy concern
153
2.
Why focus on poverty in the earliest life stage?
154
2.1.
Is early deprivation too often a missing element in the social mobility debate?
154
2.2.
Poverty, early life health and health throughout the life-course
155
2.3.
On early childhood poverty and development: is poverty a brain drain?
156
3.
Early childhood poverty and deprivation in the European Union
157
3.1.
Economic deprivation and lack of durables
159
3.2.
Nutritional deprivation
160
3.3.
Housing deprivation
161
3.4.
Multiple deprivation
162
4.
The European Union and early childhood policies
163
5.
To conclude: a strong case for action
164
References
165
10.
A school in the neighbourhood, a neighbourhood in the school / Isabelle Pannecoucke
169
Introduction
169
1.
The contextualised school
169
1.1.
Experiencing school life
170
1.2.
A meeting place
170
1.3.
A place to play
172
1.4.
A place to learn
172
2.
Choosing a school
173
3.
Lessons for policy makers
178
References
180
11.
Like a child's game: a policy configuration approach to child poverty / Danielle Dierckx
183
Introduction
183
1.
The policy configuration approach
183
2.
Child poverty as a policy theme
184
2.1.
A bunch of definitions
184
2.2.
The lie of good intentions
185
2.3.
Agenda setting
186
3.
A holistic approach guaranteed by governance structures
188
4.
Who plays a decisive role?
191
4.1.
A life experience approach
191
4.2.
An academic evidence-based approach
192
5.
Conclusion
192
References
193
About the authors
195