Contemporary understandings of inter-generational relations assume that the balance of power has shifted from adults towards children in recent years. The rise of children’s rights, the trend towards more child-centred pedagogies and practices within schools and the incorporation of children within a global free market as consumers have all been interpreted as the loss of adult power and the consequent growth of kid power. This book critically examines these ideas and reframes the zero-sum conceptions of power implicit within such assumptions. It draws on Lukes’ three dimensions of power and Foucault’s theory of power and knowledge in advancing the view that kid power is inter-generational, multi-dimensional and distributed variably across the child population. The book illustrates this theory through children’s political activism, their digital power and the varied roles they play within their families and communities. The book also offers a brief re-examination of kid power within the current context of Covid-19.

This book critically examines contemporary educational practices with a children’s rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children’s rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children’s rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children’s rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children’s rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the ‘right to education’ (Article 28) dominates discussions about children’s rights and education. As such, equally important rights including the ‘aims of education’ (Article 29) are often less considered or absent from the conversation. Recognising that children’s education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children’s education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Children in the Global South continue to be affected by social disadvantage in our unequal post-colonial world order. With a focus on working-class children in Latin America, this book explores the challenges of promoting children’s rights in a context of decolonization. Liebel and colleagues give insights into the political lives of children and demonstrate ways in which the concept of children’s rights can be made meaningful at the grassroots level. Looking to the future, they consider how collaborative research with children can counteract their marginalization and oppression in society.

Foregrounding children’s agency and voices, this expert collection brings together cutting-edge interdisciplinary scholarship to examine how childhood masculinities are constructed, experienced, regulated and represented in different parts of the world.

This collection highlights the current efforts by scholars and researchers to understand the aging process as it relates to the health of older adults. With contributions from international scholars in communication, psychology, public health, medicine, nursing, and other areas, this volume emphasizes communication as a critical research, education, policy, and practice issue for the design, provision, and evaluation of health and social services for older adults. Organized into sections addressing communication developments in the healthcare arena, issues in provider-patient communication, and the relationships between family communication and health. The chapters cover critical topics related to successful aging, such as Alzheimer's disease, managed care and older adults, communication issues of severe dementia, and healthcare decision-making within families. The editors have designed this volume to be accessible to a broad audience, including scholars and students of aging and communication, healthcare practitioners with older clients, and aging individuals and their families who are pursuing strategies for successful aging. The chapters represent the highest levels of current scholarship on communication, aging, and health, providing a strong foundation for future research. Each contribution also addresses the applied implications of this research, offering practical guidance to readers dealing with these issues in their own lives. As a whole, Aging, Communication, and Health represents a major advance toward understanding the importance and application of communication for successful aging.

This dynamic Handbook offers state-of-the-art analysis of the new generation of youth activists who are demanding change. Bringing together eminent scholars, rising academic stars and youth activists, this Handbook provides a unique and essential insight into the power of youth activism today.

Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind explores ways in which children’s literature becomes the object and catalyst of play that brings younger and older generations closer to one another. Providing examples from diverse cultural and historical contexts, this collection argues that children’s texts promote intergenerational play through the use of literary devices and graphic formats and that they may prompt joint play practices in the real world. The book offers a distinctive contribution to children’s literature scholarship by shifting critical attention away from the difference and conflict between children and adults to the exploration of inter-age interdependencies as equally crucial aspects of human life, presenting a new perspective for all who research and work with children’s culture in times of global aging.

Continued public outcries over such issues as young models in sexually suggestive ads and intimate relationships between teachers and students speak to one of the most controversial fears of our time: the entanglement of children and sexuality. In this book, Steven Angelides confronts that fear, exploring how emotional vocabularies of anxiety, shame, and even contempt not only dominate discussions of youth sexuality but also allow adults to avoid acknowledging the sexual agency of young people. Introducing case studies and trends from Australia, the United Kingdom, and North America, he challenges assumptions on a variety of topics, including sex education, age-of-consent laws, and sexting. Angelides contends that an unwillingness to recognize children’s sexual agency results not in the protection of young people but in their marginalization.

This book interrogates the international child protection regime, with a particular focus on its weaknesses and failures. It looks at the lack of accountability, the normativity, and the tendency to recreate patterns of power and exclusion that blight otherwise good intentions. The book assesses why the regime falls short of its ideals and offers ideas for what can be done to improve it. Bringing together influential, established voices, and emerging scholars who work on issues related to childhood, youth, policy, and practice, the book offers a timely intervention that aims to push the world of international child protection in more progressive directions.

The book presented here describes an outstanding attempt, not only to include children’s views but to partner with children to develop the concept of well-being and to study the phenomenon as the children understand it. The authors do this by placing the concept of children’s well-being within the existing discourses on the topic and by developing their unique theoretical approach to the concept. Then, and based on what children told them, the authors identify different domains and dimensions of children’s well-being and touch upon its multifaceted nature. The book concludes with drawing research and policy implications from an integrated summary of the study’s findings and lists indicator concepts that present an alternative framework and conceptualisation of well-being from a child standpoint.