Child Participation, the much needed step.

In the words of Verhellen, “the usual adult-centric construct of the child has been questioned”. Verhellen believes that the perception towards children is now changing. They are no more seen as objects, but as subjects, that also possess human rights just like all other adult human beings. In the articles 12 to 16, the United Nations Convention on the rights of the Child, talks about the right to express an opinion, freedom of expression, freedom of thought, conscience and religion, freedom of association, protection of privacy. When the CRC is ratified by any country, it becomes the obligation of schools to carry out three main tasks: the right to education; rights in education; and rights through education (Verhellen, 1993). These tasks would have important and serious effects on the school ethos. What is stated in the articles 12 to 16 implies human rights in education. Teaching human rights and making children aware about them cannot be achieved only through theoretical lessons in the class. Infact they are of no use if they are not put into practice.

The school is the one place where the children get their initial peer interaction. This is where they build up their personality and learn about human values by interacting with their friends and peer group. There are numerous situations that a child faces in school and how he would react to these situations depends upon the value-system he has created for himself. For example, in one study made in two inner city schools, it was observed that students showed with their support for other disabled children, how only they can make “inclusion work”. (Alderson, P and Goodey C, 1998)

A head teacher who has been dealing with issues of participation has rightly pointed out the importance of child participation, to which I agree wholeheartedly. The opinion, that if we want young people to learn how to improve the quality of their lives, we must let them practice, comes across as a common argument until the reasoning of this opinion becomes clear. The reasoning that letting students practice would allow them to make mistakes and in turn lead them to coping with their mistakes, is an important element in participation because learning from mistakes is equivalent to learning from one’s own experience. And self-experience is a well-acclaimed teacher for all. (Cunningham, J)

Some of the reasons why children themselves feel that they need to be involved and that they need to participate is because it gives a chance to:

1. practice active citizenship
2. boost their confidence
3. develop their communication skills
4. create positive relations with teachers and other staff.

(www.nya.org.uk/hearbyright)

School councils are a big step towards children’s participation. These councils comprise of elected student members and representatives, who put their views before the school. There are a number of reasons why schools now want to have school councils.

1. Responsibility for the norms and values of the school enables children to cooperate more with the functioning of the school and try and stop unwanted behavior or behavior going against the ethos of the school.
2. The teachers will never know the ‘inside story’ when it comes to children. There are a number of issues within children that need to be addressed, and which can be done through student representatives. Like issues about discipline, codes of conduct, staff-pupil relations, extra-curricular activities, etc.
3. Learning to speak on issues concerning their daily lives can teach pupils about the workings of democratic or consultative structures. They learn transferable skills necessary for their future professional life, like conducting debates, taking minutes, framing proposals, establishing committees, etc.
4. Financing and resources is another important aspect of school functioning. When student councils get involved, they learn how to prioritize activities they are demanding from the school as they get a clear picture of the school’s finances.
5. In his research on school effectiveness Rutter (1979) it became clear that schools that encouraged more active participation had better exam results, better behaviour, attendance and less delinquency.

As Patrick, J.J (1999) says, “If there is a government of the people, by the people and for the people, then there must be education of the principles, practices and commitments of democracy.” In a democracy, no government is considered as perfect and the way it operates, its ideology and its decisions are always questionable. If the government itself can be questioned, then in a democratic school, the children definitely have the rights to question decisions being made about their lives.

Gerzon (1997) states that, “to learn democracy, students must do democracy. The skills associated with social and civic participation encourage children to take an active and informed role in society.” Students should be able to become good listeners and react appropriately to the views of others.

Albert Shanker (1998, 5) believes that if we want our children to believe in democracy and preserve it for generations to come, then we must introduce them to the practices and cultures of democracy.

In reference to this now, I am questioning myself, where India primarily stands,being a nation that has ratified the United Nations Convention on the rights of the child in 1992. How often did we practice our rights as children when we were in school. Or rather, were we given opportunities to practice those rights? Did we have any awareness of an existing platform given to us called the UN CRC? Why are most parts of India unaware of the CRC whereas in some parts of India, such beautiful and effective use of the CRC was made, that it led to reforming the structural implications of the Panchayats' policies for the children. It’s time we start thinking about the position of Child Rights and Child participation in our Education system and follow it up with the necessary action required.

December, 2008

11:15 pm, Leeds